About LLT
Aims and Scope
Language Learning & Technology (LLT) is a free, fully-refereed, open access journal that seeks to disseminate research to foreign and second language educators on issues related to technology and language education. The focus of LLT is not technology per se, but rather how technology mediation impacts language teaching and language learning processes and outcomes.
Three types of articles are published:
(1) Original research articles (of up to 8,500 words, including references) that present an empirical study or an original framework (e.g., novel conceptual or theoretical ideas) linking second language acquisition theory, previous research, and language learning and teaching practices that utilize technology. Prioritized are articles that provide and discuss data and analysis of language learning or language teaching outcomes.
(2) Research syntheses (of up to 8,500 words, (excluding references and appendices) that provide a critical overview of empirical research in a given subfield of CALL. The syntheses must be comprehensive but focused by capturing ground-breaking studies that have defined the particular subfield. Syntheses must also show the impact of CALL research and its applications to language learning and teaching.
(3) Shorter ‘Technology in Practice’ articles (of up to 5,000 words), which are pedagogically oriented and describe the implementation of a CALL-based technology, task, activity, or assessment for a specific purpose related to language teaching or teacher education. They provide a space for language teacher and teacher educators to share pedagogical practices that work well and those that do not.
LLT has a 5-year Impact Factor of 5.20 and a CiteScore of 9, placing it in the 99th percentile of journals in Language and Linguistics. A scientometric study by Mohsen et al. (2024:242) states “LL&T emerges as the most productive and concurrently the most highly co-cited journal, amassing 18,045 citations, a co-citation frequency of 5,400, and an h-index of 75.”
Mohsen, M. A., Althebi, S., Alsagour, R., Alsalem, A., Almudawi, A., & Alshahrani, A. (2024). Forty-two years of computer-assisted language learning research: A scientometric study of hotspot research and trending issues. ReCALL, 36(2), 230-249.
We strive to make an initial decision (i.e. whether to desk-reject or send out the paper for external review) on submitted manuscripts within 14 days. The journal uses the continuous publication model to ensure new articles are made public as soon as possible (read more about this model here).
About the Journal
The Language Learning & Technology journal has been published online since 1997 by the National Foreign Language Resource Center at the University of Hawai‘i at Mānoa. The journal is currently sponsored and funded by the National Foreign Language Resource Center (NFLRC) and the Center for Language & Technology (CLT) at the University of Hawai'i at Mānoa. In its early beginnings, the journal started as a project sponsored by the NFLRC and the Center for Language Education and Research (CLEAR) at Michigan State University and co-sponsored by Apprentissage des Langues et Systèmes d'Information et de Communication (ALSIC), the Australian Technology Enhanced Language Learning Consortium (ATELL), the Center for Applied Linguistics (CAL), the Computer Assisted Language Instruction Consortium (CALICO), the European Association for Computer Assisted Language Learning (EUROCALL), the International Association for Language Learning Technology (IALLT), and the University of Minnesota Center for Advanced Research on Language Acquisition (CARLA).
Open Access and Creative Commons License
The LLT Journal is listed in the Directory of Open Access Journals. From 1997-2019, LLT readers were allowed to download, copy, distribute, print, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author, as long as Language Learning & Technology was cited as the source of the content. Authors maintained copyright over their individual articles published between 1997-2019 and should be contacted regarding any questions about republication rights.
Starting January 1, 2020, all items published in LLT are under an Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license, or CC-BY-NC-ND 4.0, which permits users to download and share the original work (provided they credit the original source), without any alterations or commercial use. Authors retain copyright of material published in the journal and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). Authors are not charged article processing charges (APC) for submitting articles or for publication of their accepted articles.
The LLT Journal is indexed in the Current Contents/Social and Behavioral Sciences, ISI Alerting Services, Institute for Scientific Information's (ISI) Social Sciences Citation Index (SSCI), Linguistics Abstracts, PsycINFO, and Social Scisearch databases. Since 2007, LLT has ranked in the top 20 Linguistics journals and in the top 30 Education journals in the Thomson Reuters Journal Citation Reports (now property of Clarivate Analytics).
ISI Journal Citation Reports® Ranking
|
Year |
Impact Factor |
5 Year |
Linguistics |
Education |
|
2023 |
3.50 |
5.2 |
15 out of 297 |
53 out of 756 |
|
2022 |
3.80 |
5.20 |
14 out of 194 |
55 out of 269 |
|
2021 |
4.694 |
5.239 |
10 out of 194 |
31 out of 267 |
|
2020 |
4.313 |
4.094 |
6 out of 193 |
36 out of 264 |
|
2019 |
2.473 |
3.299 |
14 out of 187 |
48 out of 263 |
|
2018 |
2.571 |
3.295 |
11 out of 184 |
32 out of 243 |
|
2017 |
2.113 |
3.008 |
14 out of 181 |
47 out of 238 |
|
2016 |
2.29 |
3.31 |
8 out of 180 |
26 out of 235 |
|
2015 |
1.38 |
2.43 |
14 out of 179 |
30 out of 230 |
|
2014 |
1.13 |
2.10 |
13 out of 171 |
30 out of 224 |
|
2013 |
1.93 |
2.36 |
10 out of 169 |
26 out of 219 |
|
2012 |
1.38 |
2.21 |
12 out of 160 |
19 out of 216 |
|
2011 |
1.74 |
2.47 |
7 out of 162 |
15 out of 206 |
|
2010 |
1.69 |
2.46 |
8 out of 141 |
15 out of 177 |
|
2009 |
2.53 |
3.575 |
3 out of 93 |
3 out of 139 |
|
2008 |
1.70 |
2.067 |
11 out of 68 |
9 out of 113 |
|
2007 |
1.22 |
No Data |
13 out of 55 |
14 out of 105 |
Scopus CiteScore
CiteScore 2022 is based on the number of citations received in 2019-2022 to 5 peer-reviewed document types (articles, reviews, conference papers, data papers, and book chapters) by a journal in the same four years, divided by the number peer-reviewed documents indexed in Scopus and published in those same four years. Below is the current CiteScore for LLT under the category Arts & Humanties, Language and Linguistics. LLT's CiteScore profile is available here.
| Year | Score | Arts and Humanities/ Language and Linguistics | Social Sciences/ Linguistics and Language | Social Sciences/ Education | Computer Science/ Computer Science Applications |
| 2022 | 9.0 |
10 out of 1001 (99 percentile) |
12 out of 1078 (98 percentile) |
49 out of 1469 (96 percentile) |
95 out of 792 (88 percentile) |
The European Reference Index for the Humanities (ERIH) classification:
ERIH classifies LLT as INT2 in the field of Pedagogical and Educational research, an international publication “with significant visibility and influence in the various research domains in different countries.”
The contents of this publication were partially developed under a grant from the Department of Education (CFDA 84.229, P229A60012-96 and P229A6007). However, the contents do not necessarily represent the policy of the Department of Education, and one should not assume endorsement by the Federal Government.
OASIS
LLT is working with OASIS, the Open Accessible Summaries In Language Studies (OASIS) initiative, which aims to make research findings on language learning and teaching available and accessible to a wide audience. OASIS summaries are one-page descriptions of research articles on language learning, language teaching, and multilingualism that have been published in peer-reviewed journals listed on the Social Science Citation Index. The summaries provide information about the study’s goals, how it was conducted, and what was found, and are written in non-technical language. Where relevant, they also highlight findings that may be of particular interest to language educators, although the initiative is not solely aimed at research with immediate practical implications. The summaries are generally approved, and often (co-)written, by the author(s) of the original journal article. We encourage all LLT authors to consider submitting summaries of their articles to OASIS.
5.20 (5-Year impact factor)
The latest CiteScore for LLT is 9.0 and is ranked 10th out of 1001 (99th percentile) in Language and Linguistics. Read more about our CiteScore rankings in other subject areas indexed by Scopus here.
