About the journal
Language Teaching Research is the peer-reviewed venue for classroom-based and empirical research in second-language teaching. Founded under Arnold in 1997, the journal covers task-based language teaching, technology-mediated instruction, teacher cognition and teacher education, instructed second-language acquisition, and the interaction between research findings and classroom practice.
Editorial scope spans both quantitative and qualitative methodologies — classroom-discourse analysis, intervention studies, learner-corpus work, mixed-methods designs — with a consistent editorial preference for research designs that link directly to teaching decisions. Special issues across the journal's run have addressed task-based teaching, content-and-language integrated learning (CLIL), young learners, and digital pedagogy.
The current Co-Editors are Hossein Nassaji (University of Victoria) and María del Pilar García Mayo (University of the Basque Country / UPV-EHU). Transferred to SAGE Publications in the 2006 Hodder Arnold journal-list sale, the journal continues to be one of the leading venues in applied linguistics for classroom-based research in second and foreign language teaching.
Scope
- classroom-based language-teaching research
- task-based language teaching
- L2 teacher education
- technology-mediated language learning
Editorial contributors
- Hossein Nassaji
Co-Editor
- María del Pilar García Mayo
Co-Editor
Indexing & abstracting
- Scopus
- Web of Science (SSCI)
- ERIC
- MLA International Bibliography
- Linguistics & Language Behavior Abstracts
Indexing coverage reflects the journal’s inclusion in standard bibliographic databases during the Arnold imprint years and (where applicable) under subsequent publishers.
Bibliographic identifiers
- ISO 4 abbreviation
- Lang. Teach. Res.
Last reviewed: