The Language Learning Journal (LLJ) is an academic, peer-reviewed journal, providing a forum for research and scholarly debate on current aspects of foreign and second language learning and teaching. Its international readership includes foreign and second language teachers and teacher educators, researchers in language education and language acquisition, and educational policy makers.
The journal takes a particular – but not exclusive – interest in contexts where the language being learnt is little used outside of the learning environment, as well as in the teaching and learning of languages other than English. Papers on the teaching and learning of English as a second language are welcomed where discussion can be generalised to other languages. Submissions will normally be empirical in nature and are frequently underpinned by qualitative data.
The following are key areas of interest:
• Pedagogical practices in language learning classrooms
• Classroom research and instructed language learning
• Language learning skills and competences
• Language learners and learner identity
• Language learning in informal settings incl. study abroad
• Methodological questions in language learning and teaching research
• Multilingualism and multiculturalism
• Language teacher education and language teacher identities
• Language education and language policy
• Digital technologies and language learning and teaching
The LLJ is the official journal of the Association for Language Learning .
Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least one anonymous referee.
Authors can choose to publish gold open access in this journal.
Read the Instructions for Authors for information on how to submit your article.
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