Invitation for Manuscript Submissions
The Journal of Language Teaching and Learning Today (LTLT) welcomes high-quality manuscript submissions from researchers, educators, teacher educators, postgraduate researchers, and practitioners working in language education and related fields. Published by Researcher Publishers, LTLT is an international, peer-reviewed, open-access journal dedicated to advancing research, scholarship, and innovation in language teaching and learning. The Journal provides a forum for scholarly dialogue on contemporary issues, emerging practices, and future directions in language education across diverse educational, linguistic, cultural, and geographical contexts.
This is a standing call for papers and is not associated with a particular issue or submission deadline. Submissions are welcome throughout the year. LTLT publishes two issues annually, in February and August, while operating under a Continuous Publishing Model (CPM). Accepted articles are published individually in their final form as soon as the editorial and production processes have been completed, without waiting for the release of a complete issue. Published articles are subsequently organized into the biannual issues for archival and bibliographic purposes.
Areas of Interest
LTLT welcomes research addressing a broad range of topics in language education, including, but not limited to:
- language teaching methodology and pedagogy
- second, foreign, and additional language learning
- language curriculum and syllabus design
- classroom practices and instructional approaches
- language assessment, feedback, and evaluation
- language teacher education and professional development
- learner autonomy, motivation, engagement, and individual differences
- technology-enhanced and digitally mediated language learning
- multilingual and multicultural language education
- social and cultural dimensions of language teaching and learning
- language education policy and educational contexts
- innovative and emerging approaches to language teaching and learning
- interdisciplinary research connecting language education with wider educational, technological, cultural, or social concerns.
Studies adopting interdisciplinary, comparative, cross-contextual, or innovative perspectives are particularly encouraged. LTLT currently welcomes two main categories of manuscripts:
Empirical Research Articles
Original qualitative, quantitative, or mixed-methods studies that contribute new knowledge, theoretical understanding, or pedagogical insights to language education. Empirical studies should demonstrate a clear theoretical foundation, rigorous research design and analysis, and meaningful implications for language teaching, learning, teacher education, or policy.
Critical Review Articles
Systematic, bibliometric, conceptual, or other rigorous critical reviews that synthesize and critically evaluate existing scholarship. Review articles should move beyond descriptive summaries by identifying significant patterns, methodological or theoretical issues, research gaps, emerging directions, and implications for future scholarship and practice. Authors should consult the current Author Guidelines before submission for requirements concerning manuscript length, abstract, keywords, structure, APA 7th referencing, manuscript templates, anonymization, and submission files.
Peer Review and Publication
All submissions are initially assessed by the editorial team for relevance to the aims and scope of LTLT, originality, academic quality, theoretical grounding, and overall suitability. Manuscripts that successfully pass editorial screening proceed to double-blind peer review by at least two experts in the relevant field. Following peer review and satisfactory revision, accepted manuscripts undergo editorial review, copyediting, proof checking, and production. Under the Continuous Publishing Model, articles are published individually once they are ready for publication. They are subsequently compiled into the February and August issues for archival purposes. This enables timely dissemination of research while maintaining the biannual issue structure of the journal.
Open Access and Research Integrity
LTLT is committed to open scholarly communication and makes its published articles freely available online. Authors should consult the current Open Access Policy for information about copyright, licensing, and any applicable publication-related charges. The Journal is also committed to responsible and ethical scholarly publishing. All submissions must comply with current policies of LTLT on Academic Integrity, Research Ethics, Publication Malpractice, and the use of Artificial Intelligence and automated tools.
AI and automated tools may be used to support the technical and linguistic preparation of manuscripts, for example, to check grammar, improve clarity and expression, refine manuscript structure and organization, or assist with formatting and other technical aspects. However, such tools must not replace the authors' intellectual and scholarly contribution or compromise the authenticity and originality of the work.
Authors must clearly declare any use of AI tools, including the tool used, the purpose and extent of its use, and the sections or materials affected. Authors remain fully responsible for the ideas, arguments, analyses, interpretations, findings, conclusions, accuracy, originality, and integrity of all submitted content. AI-generated or fabricated research data, findings, citations, or other scholarly content are not permitted.
Submission
Manuscripts must be submitted through the LTLT online submission system. Before submitting, prospective authors are strongly encouraged to review the Aims and Scope, Author Guidelines, Review Process, Academic Integrity, Ethics Policy, Open Access Policy, and Submission Preparation Checklist. Authors should use the current manuscript templates provided by the Journal and ensure that all submission and anonymization requirements have been followed before uploading their files.
LTLT welcomes contributions from scholars and practitioners across countries, institutions, career stages, and research traditions. Through rigorous research, critical scholarship, and open academic exchange, the Journal seeks to contribute to a deeper understanding of how languages are taught and learned in changing educational and social contexts.
We look forward to receiving your work and to strengthening the global scholarly conversation on language teaching and learning.
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