Aims and Scope

The Journal of Language Teaching and Learning (JLTL)—indexed in the Emerging Sources Citation Index (ESCI) of the Web of Science (Q4)—is a peer-reviewed, professional academic journal that serves as a vital platform for disseminating rigorous, innovative, and impactful research in the field of foreign language teaching and learning. JLTL is committed to fostering a dynamic intellectual forum where researchers, educators, and practitioners can engage with emerging ideas, empirical findings, and critical debates in language education.

Published biannually, JLTL is devoted to the advancement of original, high-quality research and scholarly reflection that contributes meaningfully to the understanding of language teaching and learning processes. The journal aspires not only to enrich theoretical and empirical knowledge but also to bridge the gap between research and practice by facilitating a sustained dialogue among scholars and educators worldwide.

The journal welcomes a wide range of scholarly contributions, including empirical studies, theoretical analyses, critical literature reviews, and book reviews. All submissions undergo a rigorous double-blind peer review process to ensure the highest standards of academic quality and integrity.

JLTL publishes original and refereed contributions that address, but are not limited to, the following thematic domains:

• Second/Foreign Language Acquisition

• Second/Foreign Language Pedagogy

• Teacher Education and Professional Development

• Language and Educational Technology

• Language Assessment and Evaluation

• Culture and Intercultural Dimensions in Language Teaching

• Language, Cognition, and the Brain

• Learner Characteristics and Individual Differences

• Language Planning, Policy, and Ideology

• Applied Linguistics in Language Education

• Research Methodology in Language Studies

• Literacy, Reading, and Writing in Second/Foreign Language Contexts

• Artificial Intelligence in Language Teaching and Learning

With its international scope and interdisciplinary orientation, JLTL continues to make a distinctive contribution to the field by cultivating scholarly excellence and by promoting informed pedagogical practices rooted in research.

 JLTL is guided by a highly qualified editorial board composed of internationally recognized experts in second and foreign language acquisition, pedagogy, assessment, technology-enhanced language learning, multilingualism, language policy, and teacher development. This diverse scholarly leadership ensures that the journal maintains the highest academic standards and engages with cutting-edge developments across multiple disciplines within language education.

In line with its ethical commitment to equity, JLTL also seeks to amplify underrepresented voices and promote the inclusion of disadvantaged groups in scholarly publishing. The journal encourages submissions from early-career researchers, scholars working in less-resourced institutions, and those representing linguistically and culturally marginalized communities. We strive to foster a publishing environment where academic excellence and inclusive representation go hand in hand.

Since its establishment over fifteen years ago, the Journal of Language Teaching and Learning (JLTL) has distinguished itself as a resilient and respected scholarly platform in the field of foreign and second language education. Entirely sustained by the voluntary efforts of committed academics and scholars, JLTL operates without corporate or commercial sponsorship, reflecting its foundational ethos of intellectual independence and academic integrity. The editorial board, peer reviewers, and advisory members—all esteemed experts in their fields—contribute their time, expertise, and scholarly judgment on a purely voluntary basis. This spirit of collective academic service has allowed JLTL to evolve into a truly international journal, attracting high-quality manuscript submissions from dozens of countries across multiple continents. The journal has consistently provided a space for diverse voices and global perspectives, serving as a vital conduit for the dissemination of innovative research, critical inquiry, and pedagogical advancement. As a peer-reviewed, open-access journal indexed in internationally recognized databases, JLTL remains committed to maintaining rigorous editorial standards while fostering scholarly exchange within the global community of language education professionals.

The Journal of Language Teaching and Learning (JLTL) operates on a fully open-access, not-for-profit basis and does not charge any fees at any stage of the publication process. Authors are not required to pay article processing charges (APCs), submission fees, translation costs, or any other form of financial contribution for the evaluation or publication of their manuscripts. All editorial and peer-review activities are carried out on a voluntary academic basis, in line with JLTL’s commitment to equitable access to scholarly knowledge and the dissemination of high-quality research without financial barriers.