ISSN: 3083-256X | Access: Open
Copyright: CC BY-NC-ND 4.0
Frequency: Biannual (Feb & Aug)
Metrics
Manuscript Timeline
- 2 days : Submission to First Decision
- 17 days : Submission to Decision after Review
- 20 days : Acceptance to Online Publication
- 13% : Acceptance Rate
Usage
4
Total Published
1301
Total Views
1789
Total Downloads
0
Total Citations
Number of Publications
2026-05
1
2026-06
2
2026-07
1
Top Contributed Countries
| Country | Authors | Articles | Share |
|---|---|---|---|
| Viet Nam (VN) | 7 | 4 | 100% |
Top Articles
-
(2026) The dialogical teacher-self: A narrative inquiry into an EFL teacher’s professional identity. Journal of Language Teaching and Learning Today. 1(2), 1-18 - In Progress 157 187
-
(2026) A gender-based analysis of self-efficacy and foreign language anxiety among Vietnamese undergraduates. Journal of Language Teaching and Learning Today. 1(2), 1-15 - In Progress 425 539
-
(2026) Formative and summative assessments: English-majored students’ perceptions and expectations. Journal of Language Teaching and Learning Today. 1(2), 1-16 - In Progress 302 271
-
(2026) Exploring the role of ePortfolios in developing academic writing, reducing anxiety, and promoting autonomy among Vietnamese EFL learners. Journal of Language Teaching and Learning Today. 1(2), 1-18 - In Progress 417 792
-
(2026) A gender-based analysis of self-efficacy and foreign language anxiety among Vietnamese undergraduates. Journal of Language Teaching and Learning Today. 1(2), 1-15 - In Progress 425 539
-
(2026) Exploring the role of ePortfolios in developing academic writing, reducing anxiety, and promoting autonomy among Vietnamese EFL learners. Journal of Language Teaching and Learning Today. 1(2), 1-18 - In Progress 417 792
-
(2026) Formative and summative assessments: English-majored students’ perceptions and expectations. Journal of Language Teaching and Learning Today. 1(2), 1-16 - In Progress 302 271
-
(2026) The dialogical teacher-self: A narrative inquiry into an EFL teacher’s professional identity. Journal of Language Teaching and Learning Today. 1(2), 1-18 - In Progress 157 187
-
(2026) Exploring the role of ePortfolios in developing academic writing, reducing anxiety, and promoting autonomy among Vietnamese EFL learners. Journal of Language Teaching and Learning Today. 1(2), 1-18 - In Progress 417 792
-
(2026) A gender-based analysis of self-efficacy and foreign language anxiety among Vietnamese undergraduates. Journal of Language Teaching and Learning Today. 1(2), 1-15 - In Progress 425 539
-
(2026) Formative and summative assessments: English-majored students’ perceptions and expectations. Journal of Language Teaching and Learning Today. 1(2), 1-16 - In Progress 302 271
-
(2026) The dialogical teacher-self: A narrative inquiry into an EFL teacher’s professional identity. Journal of Language Teaching and Learning Today. 1(2), 1-18 - In Progress 157 187
-
(2026) The dialogical teacher-self: A narrative inquiry into an EFL teacher’s professional identity. Journal of Language Teaching and Learning Today. 1(2), 1-18 - In Progress 157 187
-
(2026) A gender-based analysis of self-efficacy and foreign language anxiety among Vietnamese undergraduates. Journal of Language Teaching and Learning Today. 1(2), 1-15 - In Progress 425 539
-
(2026) Formative and summative assessments: English-majored students’ perceptions and expectations. Journal of Language Teaching and Learning Today. 1(2), 1-16 - In Progress 302 271
-
(2026) Exploring the role of ePortfolios in developing academic writing, reducing anxiety, and promoting autonomy among Vietnamese EFL learners. Journal of Language Teaching and Learning Today. 1(2), 1-18 - In Progress 417 792
-
(2026) The dialogical teacher-self: A narrative inquiry into an EFL teacher’s professional identity. Journal of Language Teaching and Learning Today. 1(2), 1-18 - In Progress 157 187
-
(2026) A gender-based analysis of self-efficacy and foreign language anxiety among Vietnamese undergraduates. Journal of Language Teaching and Learning Today. 1(2), 1-15 - In Progress 425 539
-
(2026) Formative and summative assessments: English-majored students’ perceptions and expectations. Journal of Language Teaching and Learning Today. 1(2), 1-16 - In Progress 302 271
-
(2026) Exploring the role of ePortfolios in developing academic writing, reducing anxiety, and promoting autonomy among Vietnamese EFL learners. Journal of Language Teaching and Learning Today. 1(2), 1-18 - In Progress 417 792
