Academic Journal
Q1Ampersand
About Ampersand
Ampersand is a scholarly journal published by Elsevier Ltd. SCImago 2025 lists it in Q1, with an SJR of 0.522 and H-index of 19.
Coverage: 2014-2026. Research categories: Linguistics and Language (Q1).
Open-access policies and author information
Reported in the official DOAJ public CSV snapshot (2026-09-01), downloaded 2026-10-03. Record updated 2026-04-27. This snapshot does not establish today’s listing status or fee quotation.
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Source-backed journal facts
Topics in published research
EFL/ESL Teaching and Learning; Multilingual Education and Policy; Second Language Acquisition and Learning; Second Language Learning and Teaching; Linguistic Variation and Morphology; Language, Discourse, Communication Strategies.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
The relationship between growth language mindsets and perceived L2 proficiency: The mediating role of the L2 motivational self-system
Duong Minh Tuan, Le Thi Diem Lan
2026-12 · DOI: 10.1016/j.amper.2026.100281The relationship between written corrective feedback preference in EFL writing skills and learner autonomy of Vietnamese students in higher education
Tin T. Dang
2026-12 · DOI: 10.1016/j.amper.2026.100285Identity positioning and language anxiety as mediators between language ideology and language choice: Insights from the Vietnamese EFL context
Hoang Anh Tran, Quoc Hoang
2026-12 · DOI: 10.1016/j.amper.2026.100279Unpacking the dimensionality of grammatical awareness and its impact on reading comprehension
Rosalie Bourdages
2026-12 · DOI: 10.1016/j.amper.2026.100288The role of order of acquisition, proficiency, and exposure in L3 Portuguese numeric approximators
Abril Jimenez, Diogo Cosme
2026-12 · DOI: 10.1016/j.amper.2026.100284Factors influencing language choice among bilingual Cham Muslims in Southern Vietnam
Quoc Hoang
2026-12 · DOI: 10.1016/j.amper.2026.100287Enhancing English argumentative writing skills through the Appraisal framework: An empirical study at a Vietnamese university
Nguyen Bich Hong
2026-12 · DOI: 10.1016/j.amper.2026.100280Pakikipag-ugnayan: A relational understanding of language learning among Filipino multilinguals
AP Bazar
2026-12 · DOI: 10.1016/j.amper.2026.100282“Things they won't tell you”: Black teachers' discourse on teaching in Taiwan and the realities of racialized professional mobility
Aiden Yeh
2026-12 · DOI: 10.1016/j.amper.2026.100277Digital storytelling as a pedagogical strategy for EFL students’ intercultural awareness and critical thinking development in Vietnamese higher education
Thanh Thi Mai Do, Tho Doan Vo, Luan Thanh Nguyen
2026-12 · DOI: 10.1016/j.amper.2026.100278From English-only orthodoxy to decolonial pedagogy: A professional development framework for Global South ELT
Abdul Karim, Moshiur Rahman, Tanjeela Osmani
2026-12 · DOI: 10.1016/j.amper.2026.100276English for academic purposes university teachers’ attitudes and beliefs about GenAI use in an EMI program in Peru
Luis Torres-Vásquez, Daniel Escribens
2026-12 · DOI: 10.1016/j.amper.2026.100283Designing AI for learning, not just correction: A study of ISAR-based interventions on learners' writing outcomes, frustration tolerance, error detection, and error correction
Hanieh Shafiee Rad, Mahmoud Hashemian
2026-12 · DOI: 10.1016/j.amper.2026.100286Processing Arabic idioms: A psycholinguistic study of second language learners
Zulkhairi Zulkhairi, Azhari Azhari, Ahmad Taufiq, Muhammad Zikrullah et al.
2026-06 · DOI: 10.1016/j.amper.2026.100263A cross-cultural comparative study of language learning applications for self-regulated language learning: Insights from mainland China, the UK, and the US
Noble Lo, Yuming Chang
2026-06 · DOI: 10.1016/j.amper.2025.100246Peer interactions of multilingual toddlers in early childhood education and care in the Netherlands: An exploratory observation-based social network study
Anne-Mieke M.M. Thieme, Josje Verhagen, Folkert Kuiken, Sible Andringa et al.
2026-06 · DOI: 10.1016/j.amper.2026.100257“When ‘Feel free’ falls flat”: Vietnamese EFL teachers' metapragmatic awareness in reflective accounts and the reflective pragmatic spiral
Trut Thuy Pham, Thanh Thao Le
2026-06 · DOI: 10.1016/j.amper.2026.100272Effects of dialogue journal writing on EFL learners’ writing performance: A focus on content, organization, vocabulary, language use, and mechanics
Abebe Tilahun Mogesse, Hailu Wubshet Degefu, Eskinder Getachew Degaga
2026-06 · DOI: 10.1016/j.amper.2025.100249Language teachers’ pedagogical translanguaging practices: A systematic review
Rosalin Ismayoeng Gusdian, Muhammad Aminullah Hakiki, Muhammad Iqwan Sanjani, Jasper Kun-Ting Hsieh et al.
2026-06 · DOI: 10.1016/j.amper.2026.100265Metaphors in Chinese online news: How is AI represented
Hanxu Zhang
2026-06 · DOI: 10.1016/j.amper.2026.100269Reviews
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October 2, 2026