Language Learning Journal

Aims & Scope

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

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.1

SJR (SCImago Journal Rank)

Year	Value
2024	1.267

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	43

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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.

• Vocabulary size and the skills of listening, reading and writing

  Citation: 279

  Authors: Lars Stenius

• We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma

  Citation: 131

  Authors: Wolfgang

• Pronunciation teaching practices in communicative second language classes

  Citation: 93

  Authors: Jennifer Ann, Pavel, Laura, Fernanda Soler

• Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents

  Citation: 91

  Authors: Geòrgia, Carmen

• The link between vocabulary knowledge and spoken L2 fluency

  Citation: 87

  Authors: Heather

• CLIL and motivation: the effect of individual and contextual variables

  Citation: 87

  Authors: Aintzane, David, Juan Manuel

• The competences of the telecollaborative teacher

  Citation: 84

  Authors: Robert

• The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy

  Citation: 76

  Authors: Rachael

• The comprehending teacher: scaffolding in content and language integrated learning (CLIL)

  Citation: 71

  Authors: Karina Rose

• Learning L2 vocabulary from audiovisual input: an exploratory study into incidental learning of single words and formulaic sequences

  Citation: 71

  Authors: Eva, Elke

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