The Language Learning Journal (LLJ)

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 Language Learning Journal (LLJ) is :-

• International, Peer-Reviewed, Open Access, Refereed, Pedagogical practices, Language learning skills and competences, Classroom research, instructed language learning, education and language teacher identities, language policy, Digital technologies , Online or Print , Bi-Monthly Journal

• UGC Approved, ISSN Approved: P-ISSN P-ISSN: 0957-1736, E-ISSN: 1753-2167, Established: 1990, Impact Factor: 2.2
• Provides Crossref DOI

• Not indexed in Scopus, WoS, DOAJ, PubMed, UGC CARE