Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. Submissions are subjected to an anonymous review process conducted by at least two referees who may be members of the Editorial Board and other leading specialists in the field. Authors are notified of acceptance or rejection of their papers within three months of the submission date.
INDEXED IN:
Social Sciences Citation Index (WoS Core Collection); Journal Citation Reports Social Sciences (WoS); Scopus; European Reference Index for the Humanities (ERIH PLUS); Education Resources Information Center (ERIC); Index Copernicus; Central and Eastern European Online Library (CEEOL); The Central European Journal of Social Sciences and Humanities (CEJSH); The MLA International Bibliography; The MLA Directory of Periodicals; Directory of Open Access Journals (DOAJ); EBSCO; Linguistic Abstracts; WorldCat (OCLC); Current Contents – Social and Behavioral Sciences (WoS); Essential Science Indicators (WoS)
Editorial Board
Ali Al-Hoorie, Royal Commission for Jubail and Yanbu, Jubail, Saudi Arabia
Larissa Aronin, Oranim Academic College of Education, Israel, Trinity College, Dublin, Ireland
Helen Basturkmen, University of Auckland, New Zealand
Adriana Biedroń, Pomeranian University, Słupsk, Poland
Simon Borg, University of Leeds, UK
Anne Burns, Aston University, Birmingham,UK, University of New South Wales, Sydney, Australia
Anna Cieślicka, Texas A&M International University, Laredo, USA
Kata Csizér, Eötvös Loránd University, Budapest, Hungary
Maria Dakowska, University of Warsaw, Poland
Robert DeKeyser, University of Maryland, USA
Jean-Marc Dewaele, Birkbeck College, University of London, UK
Zoltán Dörnyei, University of Nottingham, UK
Krystyna Droździał-Szelest, Adam Mickiewicz University, Poznań, Poland
Rod Ellis, Curtin University, Perth, Australia
Danuta Gabryś-Barker, University of Silesia, Poland
Tammy Gregersen, American University of Sharjah, United Arab Emirates
Carol Griffiths, University of Leeds, UK, AIS, Auckland, New Zealand
Rebecca Hughes, University of Nottingham, UK
Hanna Komorowska, University of Social Sciences and Humanities, Warsaw, Poland
Terry Lamb, University of Westminster, London, UK
Diane Larsen-Freeman, University of Michigan, USA
Barbara Lewandowska-Tomaszczyk, State University of Applied Sciences, Konin, Poland
Jan Majer, State University of Applied Sciences, Włocławek, Poland
Paul Meara, Swansea University, UK
Sarah Mercer, University of Graz, Austria
Anna Michońska-Stadnik, University of Wrocław, Poland
Carmen Muñoz, University of Barcelona, Spain
Anna Niżegorodcew, Jagiellonian University, Kraków, Poland
Bonny Norton, University of British Columbia, Canada
Terrence Odlin, Ohio State University, USA
Rebecca Oxford, University of Maryland, USA
Aneta Pavlenko, University of Oslo, Norway
Simone Pfenninger, University of Salzburg, Austria
François Pichette, TÉLUQ University, Quebec, Canada
Luke Plonsky, Northern Arizona University, USA
Ewa Piechurska-Kuciel, Opole University, Poland
Vera Regan, University College, Dublin, Irlandia
Barry Lee Reynolds, University of Macau, China
Heidemarie Sarter, University of Potsdam, Germany
Paweł Scheffler, Adam Mickiewicz University, Poznań, Poland
Norbert Schmitt, University of Nottingham, UK
Michael Sharwood Smith, Heriot-Watt University, Edinburgh, UK
Linda Shockey, University of Reading, UK
Teresa Siek-Piskozub, Adam Mickiewicz University, Poznań, Poland
David S. Singleton, University of Pannonia, Veszprém, Hungary, Trinity College, Dublin, Ireland
Merrill Swain, Ontario Institute for Studies in Education, University of Toronto, Canada
Elaine Tarone, University of Minnesota, USA
Pavel Trofimovich, Concordia University, Canada
Ewa Waniek-Klimczak, University of Łódź, Poland
Stuart Webb, University of Western Ontario, Canada
Maria Wysocka, University of Silesia, Poland
JOURNAL METRICS:
CiteScore (2020): 3.2 (93%)
CiteScoreTracker: 4.3 (update 04.07.2021)
IF: 3.036 (2020); 2.299 (5 year) - Data from the edition of Journal Citation Reports
SJR 2020 1.304
SNIP 2020 1.441
MNiSW: 100
Google Scholar Metrics h5: 23 (06.2021)
Google Scholar Metrics h5-median: 32 (06.2021)
Google Scholar h-index: 39 (06.2021)
DOI: 10.14746 /ssllt
ISSN: 2083-5205 e-ISSN: 2084–1965
ARTICLES ARE LICENSED UNDER A CREATIVE COMMONS (2016 -):
