Language Learning Journal

2017 Citescore 0.8 - values from Scopus

The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable.

The following are key areas of interest:

• Relationships between policy, theory and practice
• Pedagogical practices in classrooms and less formal settings
• Foreign language learning/teaching in all phases, from early learners to higher and adult education
• Policy and practice in the UK and other countries
• Classroom practice in all its aspects
• Classroom-based research
• Methodological questions in teaching and research
• Multilingualism and multiculturalism
• New technologies and foreign languages

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 two anonymous referees.