Instructed Second Language Acquisition

Aims & Scope

Instructed Second Language Acquisition, is a forum for reporting and for critical discussion of language research and practice across a wide range of languages and international contexts.

It welcomes quantitative and qualitative research to address the role of external manipulation (e.g., instruction, learner self-directed learning, input manipulation) on second language development.

View Aims & Scope

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Metrics & Ranking

SJR (SCImago Journal Rank)

Year	Value
2024	0.135

Quartile

Year	Value
2024	Q3

h-index

Year	Value
2024	6

Journal Rank

Year	Value
2024	25701

Journal Citation Indicator

Year	Value
2024	6

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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

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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.

• Instructed second language acquisition (ISLA)

  Citation: 46

  Authors: Michael M.

• The effects of written corrective feedback

  Citation: 40

  Authors: Khaled, Hossein

• Effects of task type on morphosyntactic complexity across proficiency

  Citation: 27

  Authors: Marije, Akira, Theodora, Detmar

• Situating instructed language acquisition

  Citation: 19

  Authors: Bill

• Differential contribution of oral and written modes to lexical, syntactic and propositional complexity in L2 performance in instructed contexts

  Citation: 14

  Authors: Olena, Roger, Rosa Maria

• A self-paced-reading study on the effects of structured input and textual enhancement on the acquisition of the Italian subjunctive of doubt

  Citation: 13

  Authors: Gaia, Alessandro

• A self-paced reading study of language processing and retention comparing guided induction and deductive instruction

  Citation: 10

  Authors: Paul A., James F., Stephen, Alecia

• Beginning L2 complexity development in CLIL and non-CLIL secondary education

  Citation: 9

  Authors: Bram, Alex

• The effects of hybrid online planning and L2 proficiency on video-based speaking task performance

  Citation: 9

  Authors: Zhan, Peter, Gaowei

• The effects of motivation on processing instruction in the acquisition of Modern Standard Arabic gender agreement

  Citation: 7

  Authors: Ayah, Alessandro

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