Academic Journal
Quartile not availableLanguage learning & technology
About Language learning & technology
Language learning & technology is a peer-reviewed scholarly journal published by University of Hawaiʻi at Mānoa (US). It focuses on EFL/ESL Teaching and Learning, English Language Learning and Teaching, Second Language Acquisition and Learning.
Key indicators: ISSN 10943501; H-index 125; 1,292 works indexed; 49,440 citations.
Scope and Subject Areas
The journal covers: EFL/ESL Teaching and Learning, English Language Learning and Teaching, Second Language Acquisition and Learning, Foreign Language Teaching Methods, Mobile Learning in Education, Online and Blended Learning, Subtitles and Audiovisual Media, Educational Technology in Learning.
Journal Metrics
- H-index (125): 125 articles have each received at least 125 citations.
- Works indexed: 1,292 publications tracked in OpenAlex.
- Total citations: 49,440.
- Open Access: Yes.
Publishing in Language learning & technology
Researchers should verify the journal's current scope, submission guidelines, and indexing status via the official journal website before submitting. Ensure your manuscript aligns with the journal's subject areas.
Official website: http://www.lltjournal.org
Frequently Asked Questions
What is the ISSN of Language learning & technology?
10943501.
What subjects does Language learning & technology cover?
EFL/ESL Teaching and Learning, English Language Learning and Teaching, Second Language Acquisition and Learning, Foreign Language Teaching Methods, Mobile Learning in Education.
Who publishes Language learning & technology?
University of Hawaiʻi at Mānoa.
Is Language learning & technology peer-reviewed?
Yes — it is a peer-reviewed scholarly journal.
Journal Metrics
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 development of EFL learners’ self-efficacy in technology use environments
Xuelian Li, Manzhen Yang
2026-07-20 · DOI: 10.64152/10125/73702Generative AI, visual scaffolds, and metacognition in EFL writing
Mei-Rong Alice Chen
2026-06-29 · DOI: 10.64152/10125/73695Vocabulary grit, task emotions, and behavioral engagement during after-class app-assisted vocabulary learning among Chinese university EFL learners
Banban Li, Yasser Teimouri, Shenglan Mao, Na Wang et al.
2026 · DOI: 10.64152/10125/73687Examining small group dynamics in cross-cultural telecollaboration
Yi-Mei Chen, Hui-Chin Yeh
2026 · DOI: 10.64152/10125/73713Multiliteracies for generative artificial intelligence-assisted digital multimodal composing: A technology-in-practice approach
Alex Fukin Tang, David Bryon Honeycutt
2026 · DOI: 10.64152/10125/73671Collaboratively interpreting GenAI output in Chinese as an Additional Language classrooms: Creating an AI-mediated translanguaging space
Xinyi Wang, Kevin Wai Hin Tai, Chin-Hsi Lin
2026 · DOI: 10.64152/10125/73703Generative AI and metaverse in developing pre-service teachers’ content knowledge
Seongyong Lee, Jaeho Jeon
2026 · DOI: 10.64152/10125/73690Effects of virtual exchanges on learners’ affective and speaking outcomes
Kanako Tabuchi, Sho Kobayashi, Yuya Nakagawa, John Roberts et al.
2026 · DOI: 10.64152/10125/73664Task-based language teaching in VR versus traditional settings
Koyo Ogawa
2026 · DOI: 10.64152/10125/73672Task-specific emotions and EFL learners’ technology acceptance beliefs in AI-mediated English speaking
Majid Elahi Shirvan, Tahereh Taherian
2026 · DOI: 10.64152/10125/73681Distributed agency in AI-assisted L2 writing
Pin-Hsi Patrick Chen, Yichun Liu
2026 · DOI: 10.64152/10125/73674Unpacking EFL students’ engagement with GAI in digital multimodal composing
Yu Zhang, Lawrence Jun Zhang, Li Jia, Yumei Yang et al.
2026 · DOI: 10.64152/10125/73712Agency to autonomy in mediated data-driven learning: A longitudinal study
Sun-Young Oh, Soyeon Moon
2026 · DOI: 10.64152/10125/73665Beyond borders and screens in China: L2 motivation, digital literacy, and virtual intercultural experience in GenAI-mediated informal digital learning of English
Minlin Zou, Meiqi Li, Xueyun He
2026 · DOI: 10.64152/10125/73673Dynamicity of EFL learners’ emotions and WTC in Human-AI interactions
Qian Cheng, Xiuwen Chen, Yiyang Luo, Hao Wang et al.
2026 · DOI: 10.64152/10125/73682Incorporating digital multimodal composing into game-enhanced language learning
Ke Le, Mark Peterson, Qin Fan
2026 · DOI: 10.64152/10125/73686Emotional CALL: Reframing technology-mediated language learning
Mariusz Kruk, Mirosław Pawlak
2026 · DOI: 10.64152/10125/73678Using GenAI tools in advanced Korean language classes for cultural competence development
Susie Kim, Taena Kim
2026 · DOI: 10.64152/10125/73708Students’ emotions and cognitive loads in chatbot-versus peer-supported reading
Xiaotian Guan, Yanfang Su, Tan Jin, Chun Lai et al.
2026 · DOI: 10.64152/10125/73683Language teaching with high-immersion virtual reality: Developing TPACK through lesson planning
Claudia Schnellbögl, Theresa Summer
2026 · DOI: 10.64152/10125/73710Reviews
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Version History
October 10, 2026 at 3:08 am
October 10, 2026