About the Journal

Journal of Language Teaching (JLT) is a scholarly peer-reviewed journal published quarterly, focusing on theories, methods, and materials in language teaching, study, and research. It provides a high-profile, leading-edge forum for academics, professionals, consultants, educators, practitioners, and students in the field to contribute and disseminate innovative new work on language teaching and research.

ISSN: 2770-4602

Areas of Interest:

  • Language teaching methods, intervention, and experiments;
  • Educational psychology and positive psychology in language teaching;
  • Individual differences in language teaching;
  • Curriculum development and practices and their effects;
  • Language teacher education and professional development;
  • Cross-cultural studies, language and culture, cognition, and pragmatics;
  • Bilingual and multilingual education of any kind of language;
  • New technologies in language teaching;
  • Testing, assessment, and evaluation in language teaching;
  • Application of linguistic knowledge in language teaching: phonetics, phonology, morphology, syntax, semantics, sociolinguistics, psycholinguistics, and neurolinguistics.

Indexing:

Crossref, DOI, Google Scholar, Research Gate, Semantic Scholar, ORCiD, Reviewer Credits, iThenticate (Turnitin)

Article Processing Charges:

US$430/CNY2,950

In order to ensure the publication of your article, we require payment of Article Processing Charges (APCs), aiming to maintain the basic operation of the journal. The APCs will only be applied once the article is accepted for publication, and authors will not be charged during the review process.

The types of articles that we are accepting

  1. Research articles: (6,000 to 8,000 words, excluding references) These articles report on original research studies that involve collecting and analyzing data. They typically include a description of the research methods used, the results of the study, and a discussion of the implications of the findings.
  2. Review: (3,000 to 8,000 words, depending on the scope of review, excluding references) These articles provide a critical evaluation of existing research on a particular topic. They typically summarize and synthesize findings from multiple studies to provide an overview of the state of knowledge on a topic.
  3. Book review: (up to 3,000 words, excluding references) These articles are a critical evaluation of a book. The purpose of a book review is to provide readers with an assessment of the book's quality, relevance, and significance and to help them decide whether or not to read it.
  4. Features: (3,000 to 8,000 words, depending on the scope of teaching practice, excluding references) These articles offer personal opinions or perspectives on a particular issue or topic. They may be based on the author's own research or experience, but they are not necessarily empirical studies.

Publication Process

Generally, it takes 1 to 2 months to publish an article in JLT.

Starting from October 1, 2023, JLT switches to publish quarterly. Moreover, JLT operates on a flexible publishing schedule, combining the benefits of rolling basis publication with quarterly releases. Unlike traditional journals that adhere to fixed publication dates, we embrace a dynamic approach to disseminating scholarly content. Articles are continuously reviewed, edited, and published immediately once accepted, providing authors with rapid visibility for their work.

The flowchart below shows our publication procedure. Please note this is only a recommended deadline. We cannot promise when your article will be published because we cannot control the speed of peer review.

Current Issue

Vol. 4 No. 1 (2024)
					View Vol. 4 No. 1 (2024)

This issue features several compelling articles that address innovative strategies in education and language acquisition. The first article explores the integration of language and medical education within the context of China's educational reform, highlighting the potential of a language education intervention to enhance students' engagement with medical discourses and communicative competencies in clinical settings. The second article delves into the role of non-literal language, specifically metaphors, in second language (L2) vocabulary acquisition.

More articles are under copyediting and will be published very soon.

Published: 2024-02-02

Original Research

Review

  • Do metaphors help or hinder second language vocabulary acquisition?

    Rachael Howe
    1-6
    DOI: https://doi.org/10.54475/jlt.2024.001
View All Issues