The February Issue includes an empirical study exploring the mediating mechanism of academic boredom on English as a foreign language (EFL) achievement among Chinese secondary EFL learners. The results suggest the importance of addressing academic boredom in EFL education and promoting behavioral engagement to improve EFL achievement.
JLT is proud of the following statistics and appreciates the support from its peer reviewers, authors, editorial board, and readers.
Time With Editor: 1.0 weeks
Peer Review Time: 3.0 weeks
Publication Time: 1.0 weeks
Acceptance Rate (2021-ongoing): 43%
(Updated on April 10, 2024)
We will strive to keep those numbers despite the increasing number of submissions.
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Journal of Language Teaching | Publisher: © Pioneer Publications LTD 2021-24 | ISSN: 2770-4602
