
Academic Journal
Q2Reading in a Foreign Language
About Reading in a Foreign Language
About Reading in a Foreign Language
Reading in a Foreign Language is a peer-reviewed scholarly journal published by University of Hawaii Press (United States). It focuses on Q2. Publication coverage spans 2019-2026.
Key indicators: ISSN 1539-0578; H-index 13.
Understanding This Journal's Metrics
Journal metrics help researchers assess fit, but they must be interpreted in context:
- H-index (13): 13 articles have each received at least 13 citations, indicating growing recognition.
Publishing in Reading in a Foreign Language
When considering this journal, verify its current indexing status, editorial board, and recent publications to ensure it meets your needs for visibility and credibility.
- Scope fit: Confirm your research aligns with Q2. Off-scope manuscripts are typically desk-rejected quickly.
- Author guidelines: Follow formatting, reference style, and article-type requirements exactly — non-compliant manuscripts may be returned without review.
Is This Journal Right for Your Paper?
- Audience match: Will the journal's readers cite and build on your findings?
- Timeline: Higher-tier journals mean longer review and higher rejection risk. Balance prestige against your schedule.
- Indexing: Confirm indexing in Web of Science, Scopus, and PubMed (if biomedical) meets your institutional requirements.
- Open access needs: Check funder mandates and whether the journal offers compliant OA options.
Frequently Asked Questions
What is the ISSN of Reading in a Foreign Language?
1539-0578.
Who publishes Reading in a Foreign Language?
University of Hawaii Press.
What are Reading in a Foreign Language's metrics?
H-index 13.
Is Reading in a Foreign Language peer-reviewed?
Yes — it is a peer-reviewed scholarly journal indexed in major academic databases.
Source-backed journal facts
Topics in published research
Second Language Acquisition and Learning; EFL/ESL Teaching and Learning; Reading and Literacy Development; Second Language Learning and Teaching; Lexicography and Language Studies; Text Readability and Simplification.
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.
Extensive reading outcomes for adult emergent bilinguals in a community-based ESL program
Dung Nguyen, Ricardo González-Carriedo, Monica Ng
2026 · DOI: 10.64152/10125/67527Difficulties of Japanese university EFL learners reading literary narratives
Takayuki Nishihara
2026 · DOI: 10.64152/10125/67532Teaching Reading Comprehension in a Digital World: Evidence-Based Contributions Using PIRLS and Digital Texts by Marian Bruggink, Nicole Swart, Annelies van der Lee and Eliane Segers
Bao Trang Thi Nguyen, Giang Thi Linh Hoang
2026 · DOI: 10.64152/10125/67531Comprehension monitoring in EFL reading: Text coding and AI scaffolding
Safaa M. Abdelhalim
2026 · DOI: 10.64152/10125/67536RFL Special issue call for papers: Multimodality and L2 reading
Eun Lee Jeon, Junko Yamashita
2026 · DOI: 10.64152/10125/67533Review of the book Spaces of multilingualism, by R. Blackwood & U. Røyneland
Athil Khaleel Farhan
2026 · DOI: 10.64152/10125/67529Extensive reading with literature circles in an advanced CFL classroom
Xiaoshi Li, Wenying Zhou
2026 · DOI: 10.64152/10125/67534Grit subcomponents, reading efficacy, and change in standardized L2 reading performance
Miki Satori
2026 · DOI: 10.64152/10125/67528Teaching languages to adolescent learners from theory to practice by Rosemary Erlam, Jenefer Philp and Diana Feick
Manasseh Ternenge Adi, Inama Blessing Adewumi
2026 · DOI: 10.64152/10125/67539Preliminary study of genre-specific extensive reading effects on standardized English proficiency testing
Catherine Cheetham, Miki Tagashira, Melody Elliott
2026 · DOI: 10.64152/10125/67530Mediation as a post-reading task for EFL adolescents’ literal and inferential comprehension
Sanae Hayashi, Akira Hamada
2026 · DOI: 10.64152/10125/67535Applied linguistics in the Indonesian context – Society, culture and language, edited by Richmond Stroupe and Lilie Roosman
Manasseh Ternenge Adi
2026 · DOI: 10.64152/10125/67537Instructional effects of a CFL reading-strategy instruction incorporating lower- and higher-level strategies
Wei-Li Hsu, Meng Yeh
2026 · DOI: 10.64152/10125/67524English in primary education: Concept, research, practice edited by Theresa Summer and Heiner Böttger
Manasseh Ternenge Adi
2026 · DOI: 10.64152/10125/67538Theories and methodologies of individual differences in reading, edited by Mark Feng Teng & Jing Zhou
Jiahao Zheng
2026 · DOI: 10.64152/10125/67540Working memory in foreign language reading comprehension: Examining mediation through morphological awareness
Mark Feng Teng
2026 · DOI: 10.64152/10125/67526Expanding insights of vocabulary knowledge, metacognitive knowledge, and reading in Teng (2025)
Weili Xing
2025-09-03 · DOI: 10.64152/10125/67515Special issue of Reading in a Foreign Language (RFL)-Second Call: Honoring Richard R. Day’s Contributions to Extensive Reading: Theories and Practices in the AI Era
Jing Zhou, Mark Feng Teng
2025-09-01 · DOI: 10.64152/10125/67516Impact of curiosity-based reading on summary writing in Sri Lankan ESL universities
Ruwan Gunawardane, Joshua Matthews
2025-08-25 · DOI: 10.64152/10125/67514Japanese extensive reading: Responses of an intact university cohort of beginner learners
Kimberley Rothville
2025-08-08 · DOI: 10.64152/10125/67513Reviews
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Version History
October 10, 2026 at 7:31 am
October 2, 2026