Innovation in Language Learning and Teaching

Aims & Scope

Innovation in Language Learning and Teaching is an international refereed journal devoted to research into all aspects of innovation in language learning and teaching.

It publishes research articles, review articles and book/materials reviews.

It draws on a range of disciplines that share a focus on exploring new approaches to language learning and teaching from a learner-centred perspective.

Changes in learners’ work, life, and study patterns and the use of new technologies for learning strongly impact on every aspect of language learning and teaching, from how we perceive the roles of teachers and learners, to how we adapt to new roles, from the materials and methods we develop to support learners in more flexible ways, to the research methodologies we use to investigate these ways.

The impact of globalisation, increased international mobility, and a need for more flexible ways of learning make a critical reflection on the changing needs of the learner necessary.

The journal offers a forum for this kind of reflection and encourages researchers to explore the theoretical underpinnings of new pedagogies which focus on the development of and support for innovation in language learning.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	4.6
2024	3.10

SJR (SCImago Journal Rank)

Year	Value
2024	1.529

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	38

Journal Rank

Year	Value
2024	2303

Journal Citation Indicator

Year	Value
2024	824

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model

  Citation: 253

  Authors: Guangxiang, Chaojun

• Language Learner Autonomy: Some Fundamental Considerations Revisited

  Citation: 250

  Authors: David

• The Four Strands

  Citation: 217

  Authors: Paul

• The Use of Motivational Strategies in Language Instruction: The Case of EFL Teaching in Taiwan

  Citation: 151

  Authors: Hsing-Fu, Zoltán

• English achievement and student motivation in CLIL and EFL settings

  Citation: 138

  Authors: David

• Action-based Teaching, Autonomy and Identity

  Citation: 121

  Authors: Leo van

• The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: a multiple case study

  Citation: 111

  Authors: Jean-Marc, Liana Maria

• Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes

  Citation: 95

  Authors: Sharona, Jean-Marc

• Learning English from YouTubers: English L2 learners’ self-regulated language learning on YouTube

  Citation: 90

  Authors: Hung-chun, Cheryl Wei-yu

• Motivating English learners by helping them visualise their Ideal L2 Self: lessons from two motivational programmes

  Citation: 89

  Authors: Michael, Letty

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