L1 Educational Studies in Language and Literature

Aims & Scope

‘L1-Educational Studies in Language and Literature’(L1-ESLL) publishes high quality research on learning and teaching in the domains of L1 language and of literature.

By ‘L1 instruction’ we mean, language of instruction (that is, typically a region’s language of instruction) that serves the learning needs of students where the language taught is the first language as well as the learning needs of students where it actually is their second language.

We also welcome papers on the learning and teaching of minority languages which are the first language for some students but differ from the language of instruction, and of heritage languages which form part of the cultural traditions in which students grow up.

We do not, however, publish research on the teaching and learning of foreign languages.

View Aims & Scope

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Metrics & Ranking

SJR (SCImago Journal Rank)

Year	Value
2024	0.365

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	20

Journal Rank

Year	Value
2024	14719

Journal Citation Indicator

Year	Value
2024	83

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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 Arts and Humanities, Health Professions, Psychology and Social Sciences, designed to support cutting-edge academic discovery.

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Licensing & Copyright

This journal operates under an Open Access model. Articles are freely accessible to the public immediately upon publication. The content is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), allowing users to share and adapt the work with proper attribution.

Copyright remains with the author(s), and no permission is required for non-commercial use, provided the original source is cited.

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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.

• Writing from Sources: The Effect of Explicit Instruction on College Students' Processes and Products

  Citation: 69

  Authors: Rachel

• Citation: 37

  Authors: Sarah, C. Michael, Ronald T.

• The Contribution of Different Components of Working Memory to Knowledge Transformation During Writing

  Citation: 37

  Authors: David, Sheila, Gillian, Jessica

• Students’ Note-Taking as a Knowledge-Construction Tool

  Citation: 34

  Authors: Montserrat, Carles

• Citation: 31

  Authors: Christina, Stanley T.

• Peer Response and Students' Revisions of their Narrative Writing

  Citation: 21

  Authors: Shelley

• Visual Aspects of Written Texts: Preschoolers View Comics

  Citation: 20

  Authors: Angela

• Does Writing Contribute to Improving High School Students' Approach to Literature?

  Citation: 19

  Authors: Pietro, Laura

• Citation: 15

  Authors: Shek Kam, Mark Shiu Kee Mark, Wing Wah, Caroline Pui Ching

• Citation: 13

  Authors: Wendy, Ilana, Lawrence

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