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 (online): 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.


MLA International Bibliography, Crossref, DOI, Google Scholar, Research Gate, Semantic Scholar, ORCiD, Reviewer Credits, iThenticate (Turnitin), WorldCat

Please note that while JLT is not currently indexed in Web of Science or Scopus, we have been diligently working towards this goal. We submitted our application to both indexing agencies on April 28, 2024, and we anticipate a decision by October. Despite our ongoing efforts to enhance the quality of our journal, we cannot guarantee the outcome of these applications. We appreciate your understanding in this matter.

Article Processing Charges:


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 submission and review process.

The types of articles that we are accepting

  1. Original Research: (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. 2 (2024)
                    View Vol. 4 No. 2 (2024)

More articles are being added.

Published: 2024-04-13

Original Research

  • The online learning adaptability and its influencing factors for low-proficiency English learners in China

    Chen Cai, Heng Hu
    DOI: https://doi.org/10.54475/jlt.2024.005
  • Continuing language teacher education: L2 experienced teachers engage in the craft of creative writing

    Melodie Newman Rosenfeld, PhD
    DOI: https://doi.org/10.54475/jlt.2024.007
  • Mandarin/English dual language immersion teachers’ understanding of translanguaging pedagogy

    Ye Yuan, Jin Sook Lee
    DOI: https://doi.org/10.54475/jlt.2024.008


  • Are subtitles useful for language learners?

    Calum To
    DOI: https://doi.org/10.54475/jlt.2024.006


  • Adieu! What once was, no longer is: The time has come for French as a second language educators (FLE) to decolonise their curricula and diversify their classroom lessons

    Scooter Pégram
    DOI: https://doi.org/10.54475/jlt.2024.010
  • Teaching bare plurals in Spanish language classrooms

    Ningxian Li
    DOI: https://doi.org/10.54475/jlt.2024.011
  • The linguistic leap: Understanding, evaluating, and integrating AI in language education

    Shai Cohen, Ludovic Mompelat, April Mann, Logan Connors
    DOI: https://doi.org/10.54475/jlt.2024.012
  • Introducing Spaced Repetition Software (SRS) for vocabulary acquisition in a university-level Arabic language course: A case study

    Cory Jorgensen
    DOI: https://doi.org/10.54475/jlt.2024.013

Book Review

  • Book Review: Why writing still matters: Written communication in changing times. Cambridge University Press.

    Chunxiao Yue
    DOI: https://doi.org/10.54475/jlt.2024.009
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