雜志介紹

Language Learning Journal雜志介紹

《Language Learning Journal》是一本以English為主的未開放獲取國際優秀期刊，中文名稱語言學習日志，本刊主要出版、報道領域的研究動態以及在該領域取得的各方面的經驗和科研成果，介紹該領域有關本專業的最新進展，探討行業發展的思路和方法，以促進學術信息交流，提高行業發展。該刊已被國際權威數據庫SCIE收錄，為該領域相關學科的發展起到了良好的推動作用，也得到了本專業人員的廣泛認可。該刊最新影響因子為2.2，最新CiteScore 指數為5.5。

本刊近期中國學者發表的論文主要有：

• Code-switching in Chinese junior secondary school EFL classes: functions and student preferences

  Author: Ye, Xuejun

• 'I realised I only knew the word partly': student beliefs about vocabulary Knowledge and learning in different grades and proficiency levels

  Author: Chung, Edsoulla; Fung, Daniel

• The role of feedback type and language anxiety in the effectiveness of written corrective feedback for L2 learning

  Author: Shao, Jinshi; Wu, Yuxi (Jessie); Zeng, Simin; Huang, Rujing (Renee)

英文介紹

Language Learning Journal雜志英文介紹

The Language Learning Journal is an academic journal with significant influence in the field of language learning. Provided a platform for researchers, educators, and professionals in related fields to communicate and share. Its content is extensive, covering multiple aspects of language learning, such as various language learning theories and methods, including children's language learning, second language and foreign language acquisition, etc; Research related to language education, such as curriculum design, teaching strategies, textbook evaluation, etc; It also involves research on the impact of individual learner differences on language learning, such as learning motivation, style, and cognitive factors; In addition, it may also include cross-cultural communication content in language learning.

The articles published in this magazine typically employ various research methods to delve into various issues and phenomena in language learning. By publishing high-quality research results, it helps to promote the development of the language learning field, provide theoretical basis for teaching practice, and promote academic exchanges. The evaluation and classification of this journal may vary among different scholars and research institutions. In some academic evaluation systems, it holds a certain status and influence.