IAFOR Journal of Language Learning

IAFOR Journal of Language Learning is published by The International Academic Forum. By OpenAlex counts of its recent articles, its largest topics are EFL/ESL Teaching and Learning, Second Language Acquisition and Learning and Second Language Learning and Teaching, together about 54.4% of its articles. (generated from OpenAlex topic counts and CAS ranking data)

The IAFOR Journal of Education: Language Learning in Education issue encourages interdisciplinary research, with the primary focus being on addressing critical issues and current trends and research in the education of language learners and the field of language learning. This would include exploring significant themes, exceptional programs and promising practice in the fields of second language acquisition, linguistics, content area literacy, multicultural education, and strategic instruction as they relate to the appropriate education of those engaged in language learning. The anticipated audience will be preservice and inservice teachers and administrators, university faculty and students, linguists, and others interested in language learning research. All papers are reviewed equally according to standard peer review processes, regardless of whether or not the authors have attended a related IAFOR conference. Please note that papers already submitted to or published in IAFOR Conference Proceedings are not accepted for publication in any of IAFOR’s journals. The journal covers a variety of topics, including: Acculturative stress Adult language learners Assessment concerns Characteristics of the most effective professional development for both preservice and inservice teachers and administrators Cross-cultural aspects of language learning Cross-cultural communication Culturally relevant and culturally responsive teaching Curriculum and/or programme development for language learning Differentiated instruction for those engaged in language learning Educational linguistics How to minimise the possibility of language loss ICT and CALL in language learning Innovation in educating diverse populations Intercultural communication Language learning among young learners Language learning and assessment Language teacher education Psychological issues in language learning Reflective language teaching and learning Social issues in language learning Strategies for supporting the native language Successful bilingual, ESL, and other language learning programs The affective and academic impact of refugee resettlement and political asylum The identification of a suitable implementation and assessment of culturally relevant teaching and leadership The impact of the loss of cultural identity on SLA The role of the heritage language and culture in second language acquisition The use of multicultural and multicultural bilingual books University/school partnerships functioning successfully in diverse settings Using music and art to enhance academic achievement All papers are reviewed equally according to standard peer review processes, regardless of whether or not the authors have attended a related IAFOR conference. Please note that papers already submitted to or published in IAFOR Conference Proceedings are not accepted for publication in any of IAFOR’s journals. Note: The original IAFOR Journal of Language Learning is now retired and instead publishes under the umbrella of IAFOR Journal of Education, becoming its annual issue Language Learning in Education. See past issues of the IAFOR Journal of Language Learning. JoE – Technology in Education The IAFOR Journal of Education: Technology in Education seeks high-quality, original submissions encouraging exploration of the impact of technology in diverse educational settings both formal and informal. The journal’s simple aim is to improve education and its scope is broad. While the journal welcomes both research-focused as well as practitioner-based manuscripts, all submissions should include sound theoretical and/or conceptual foundations. Submissions could include but are not limited to: artificial intelligence (AI) e-learning online learning multimedia-based learning ICT in education learning technologies. virtual learning, and blended learning across all sectors of education such as pre-K-12, higher education, corporate, military, and informal. All papers are reviewed equally according to stand

From the journal's Aims & Scope

CAS Journal Ranking

Database indexing

Indexed in: no record yet.

International journal early-warning lists: not listed in any editionLetPub

Indexing the journal's website claims

ScopusPublisher website

As the journal's website lists them, not checked against each database; for Web of Science editions the records above apply.

Editions, and major and minor categories, are shown separately and never merged into one zone; check which edition your institution uses before you submit or report.

Impact

h-index

10OpenAlex · 2026-11-01

i10-index

11OpenAlex · 2026-11-01

2-year mean citedness

0OpenAlex · 2026-11-01

Share of gold OA articles

0%LetPub · 2026-11-01

Sources count differently and were observed at different times, so each source's own value is kept; "publisher" marks figures from the journal's website.

Average review time (community reports)

about 16 weeksLetPub · 2026-11-01

Peer review

Double anonymous peer reviewLetPub

Community reports come from authors' own submissions (confidence 0.5) and are not a promise from the journal; for publisher figures, the journal's own definitions apply.

The journal's website is authoritative for fees; sources were observed at different times and each keeps its own value, without averaging.

Excerpts are quoted from the journal's website; "model summary" lines are written by Workers AI and checked against the text. The journal's website is authoritative.

Publisher

The International Academic Forum

Country or region

Japan

Language

English

ISSN

2188-9554

Official links

• Journal homepage ↗LetPub
• Author guidelines ↗LetPub
• Aims & Scope ↗LetPub
• Peer review process ↗LetPub
• Editorial board ↗LetPub