Studies in Second Language Learning and Teaching

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 The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages.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.

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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

Robert DeKeyser, University of Maryland, USA

Ali Derakhshan, Golestan University, Gorgan, Iran

Jean-Marc Dewaele, Birkbeck College, University of London, UK

Zoltán Dörnyei, University of Nottingham, UK

Krystyna Droździał-Szelest, Adam Mickiewicz University, Poznań, Poland

Majid Elahi Shirvan, University of Bojnord, Iran

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: 6.2 (update 07.02.2022)

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

 Attribution 4.0 International License.