Theory and Practice of Second Language Acquisition

Aims & Scope

Theory and Practice of Second Language Acquisition is an academic research-oriented journal devoted to the theoretical issues concerning language acquisition processes and their practical classroom implications.

It also focuses on the effects of research on language acquisition on language instruction in different educational settings.

Additionally, the journal sets out to address the issues of natural conditions for language development in both bilingual and multilingual contexts.

Studying language acquisition and learning requires a multidisciplinary approach, as it embraces both linguistic and psychological dimensions of these processes.

Metrics & Ranking

Abstracting & Indexing

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

• Scopus
• Google Scholar
• Directory of Open Access Journals (DOAJ)

Subjects & Keywords

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

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.

Policy Links

This section provides access to essential policy documents, guidelines, and resources related to the journal’s publication and submission processes.

• Aims scope
• Homepage
• Oa statement
• Author instructions
• License terms
• Review url
• Board url
• Copyright url
• Plagiarism url
• Apc url
• License

Plagiarism Policy

This journal follows a plagiarism policy. All submitted manuscripts are screened using reliable plagiarism detection software to ensure originality and academic integrity. Authors are responsible for proper citation and acknowledgment of all sources, and any form of plagiarism, including self-plagiarism, will not be tolerated.

For more details, please refer to our official: Plagiarism Policy.

APC Details

The journal’s Article Processing Charge (APC) policies support open access publishing in Psychology and Social Sciences, ensuring accessibility and quality in research dissemination.

This journal does not charge a mandatory Article Processing Charge (APC). However, optional open access publication may incur fees based on the publisher’s policies.

Explore journals without APCs for alternative publishing options.

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.

• Language Teacher Wellbeing in the Workplace

  Citation: 23

  Authors: Sonja, Sarah, Astrid, Johanna, Kirsten

• Gender-based Differences in EFL Learners' Language Learning Strategies and Productive Vocabulary

  Citation: 10

  Authors: Alejandra

• A Corpus-based Analysis of High School English Textbooks and English University Entrance Exams in Turkey

  Citation: 7

  Authors: Tan Arda, YaÄŸmur Su

• Effects of Using Corpus-Based Instructional Mediation on EFL Students’ Academic Writing Skills Improvement

  Citation: 6

  Authors: Amare Tesfie, Mulugeta, Nibret

• Peer Feedback and Reflective Practice in Public Service Interpreter Training

  Citation: 5

  Authors: Katarzyna

• Praise in the EFL Classroom

  Citation: 4

  Authors: Adrian

• Phonotactic Probabilities and Sub-syllabic Segmentation in Language Learning

  Citation: 4

  Authors: Eva Maria, Pia

• Using Character Strengths to Address English Writing Anxiety

  Citation: 4

  Authors: Tammy, Peter D., Rachel

• Mentoring as Professional Development for Mentors

  Citation: 4

  Authors: Aleksandra

• Chinese University Students’ Beliefs about English Language Learning and Self-efficacy

  Citation: 3

  Authors: Meihua