ISSN: 0957-1736

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Language Learning Journal Q1 Unclaimed

Taylor and Francis Ltd. United Kingdom

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Language Learning Journal is a journal indexed in SJR in Education and Language and Linguistics with an H index of 43. It has a price of 2395 €. It has an SJR impact factor of 1,267 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 1,267.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Education (Q1) Linguistics and Language (Q1)

Price

2395 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

1,267

SJR Impact factor

43

H Index

78

Total Docs (Last Year)

155

Total Docs (3 years)

4058

Total Refs

602

Total Cites (3 years)

151

Citable Docs (3 years)

3.18

Cites/Doc (2 years)

52.03

Ref/Doc

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Aims and Scope

Best articles by citations

Able Linguist Days - a collaborative approach between a university and schools

Emergent multilinguals learning languages with the iPad app iTEO: a study in primary schools in Luxembourg

Editorial

Language matters in rural schools in South Africa: are educators making the implementation of the Language in Education Policy (1997) work?

Fragmentation and consolidation: recent articles on vocabulary acquisition

Thoughts on theLanguages Review

Negative pragmatic transfer and language proficiency: American learners of Arabic

Teaching learning strategies: what do teachers learn?

Confidence levels and concerns of beginning teachers of modern foreign languages

EFL learners' intercultural competence development in an international web collaboration project

Exploring the language teacher's mind - helping student teachers see beneath the surface

Editorial

SHOW MORE ARTICLES

Acquisition of motion events in L2 Spanish by German, French and Italian speakers

Guest Editorial

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

Students with a severe visual impairment taking modern foreign language modules: the role of the support worker

Error correction: Report on a study

The gender gap in modern languages: a comparison of attitude and performance in year 7 and year 10

Teaching modern foreign languages to single-sex classes

Some reasons for the decline in numbers of MFL students at degree level

Developing language teachers through a co-researcher model

Formative assessment and the learning and teaching of MFL: sharing the language learning road map with the learners

L1/L2 communication self-efficacy beliefs and the contribution of personality

Encouraging innovation in a modern foreign language initial teacher education programme: What do beginning teachers make of task-based language teaching?