Example of Language Teaching Research format
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Example of Language Teaching Research format Example of Language Teaching Research format Example of Language Teaching Research format Example of Language Teaching Research format Example of Language Teaching Research format Example of Language Teaching Research format Example of Language Teaching Research format Example of Language Teaching Research format Example of Language Teaching Research format Example of Language Teaching Research format Example of Language Teaching Research format
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Example of Language Teaching Research format Example of Language Teaching Research format Example of Language Teaching Research format Example of Language Teaching Research format Example of Language Teaching Research format Example of Language Teaching Research format Example of Language Teaching Research format Example of Language Teaching Research format Example of Language Teaching Research format Example of Language Teaching Research format Example of Language Teaching Research format
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recommended Recommended

Language Teaching Research — Template for authors

Publisher: SAGE
Categories Rank Trend in last 3 yrs
Language and Linguistics #12 of 879 up up by 11 ranks
Linguistics and Language #13 of 935 up up by 16 ranks
Education #50 of 1319 up up by 28 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 146 Published Papers | 877 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 20/06/2020
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Related Journals

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Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

2.647

14% from 2018

Impact factor for Language Teaching Research from 2016 - 2019
Year Value
2019 2.647
2018 2.319
2017 2.086
2016 1.741
graph view Graph view
table view Table view

6.0

9% from 2019

CiteRatio for Language Teaching Research from 2016 - 2020
Year Value
2020 6.0
2019 5.5
2018 5.1
2017 3.9
2016 2.7
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 14% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 9% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

1.663

36% from 2019

SJR for Language Teaching Research from 2016 - 2020
Year Value
2020 1.663
2019 2.596
2018 2.101
2017 2.428
2016 1.108
graph view Graph view
table view Table view

1.869

40% from 2019

SNIP for Language Teaching Research from 2016 - 2020
Year Value
2020 1.869
2019 3.115
2018 2.145
2017 2.166
2016 1.759
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has decreased by 36% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has decreased by 40% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Language Teaching Research

Guideline source: View

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SAGE

Language Teaching Research

Language Teaching Research supports and develops investigation and research within the area of second or foreign language teaching. Research of both a quantitative and qualitative (including ethnographic) orientation is of interest to the journal, which as a matter of policy p...... Read More

Language and Linguistics

Linguistics and Language

Education

Arts and Humanities

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Last updated on
20 Jun 2020
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ISSN
1362-1688
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Impact Factor
High - 1.949
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Open Access
No
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Sherpa RoMEO Archiving Policy
Green faq
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
SageV
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Citation Type
Numbered (Superscripted)
25
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Bibliography Example
Blonder GE, Tinkham M and Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys. Rev. B 1982; 25(7): 4515–4532. URL 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1177/1362168808089921
Review article: instructed second language vocabulary learning
Norbert Schmitt1

Abstract:

This article overviews current research on second language vocabulary learning. It concludes that a large vocabulary is necessary to function in English: 8000—9000 word families for reading, and perhaps as many as 5000—7000 families for oral discourse. In addition, a number of word knowledge aspects need to be learned about e... This article overviews current research on second language vocabulary learning. It concludes that a large vocabulary is necessary to function in English: 8000—9000 word families for reading, and perhaps as many as 5000—7000 families for oral discourse. In addition, a number of word knowledge aspects need to be learned about each lexical item. Taken together, this amounts to a substantial lexical learning challenge, one which many/most learners fail to meet. To facilitate adequate vocabulary learning, four vocabulary learning partners (students, teachers, materials writers, and researchers) need to contribute to the learning process. Vocabulary learning programs need to include both an explicit, intentional learning component and a component based around maximizing exposure and incidental learning. The four learning strands (meaning-focused input, meaning-focused output, language-focused learning, and fluency development) suggested by Nation (2001) provide a structure by which to integrate intentional and ... read more read less

Topics:

Vocabulary (71%)71% related to the paper, Experiential learning (68%)68% related to the paper, Active learning (67%)67% related to the paper, Synchronous learning (63%)63% related to the paper, Cooperative learning (63%)63% related to the paper
1,036 Citations
Journal Article DOI: 10.1177/136216889800200303
Ten commandments for motivating language learners: results of an empirical study:
Zoltán Dörnyei1, Kata Csizér2

Abstract:

The question of how to motivate language learners has been a neglected area in L2 motivation research, and even the few available analyses lack an adequate research base. This article presents the results of an empirical survey aimed at obtaining classroom data on motivational strategies. Two hundred Hungarian teachers of Eng... The question of how to motivate language learners has been a neglected area in L2 motivation research, and even the few available analyses lack an adequate research base. This article presents the results of an empirical survey aimed at obtaining classroom data on motivational strategies. Two hundred Hungarian teachers of English from various language teaching institutions were asked how important they considered a selection of 51 strategies and how frequently they used them in their teaching practice. Based on their responses we have compiled a concise set of ten motivational macrostrategies, which we have called the ‘Ten commandments for motivating language learners’. On the basis of the frequency data, we also discuss which of the commandments tend to be particularly underutilized in the language classroom. read more read less

Topics:

Foreign language (57%)57% related to the paper, Language education (56%)56% related to the paper, Teaching method (51%)51% related to the paper, Empirical research (50%)50% related to the paper
687 Citations
Journal Article DOI: 10.1177/136216880000400304
Task-based second language learning: the uses of the first language
Merrill Swain1, Sharon Lapkin1

Abstract:

The present article focuses on the uses of the first language (L1) made by 22 pairs of grade 8 French immersion students as they complete one of two different tasks: a dictogloss and a jigsaw. The outcome of each task is a story written by each student pair. We propose a coding scheme for the uses made of the L1, exemplify th... The present article focuses on the uses of the first language (L1) made by 22 pairs of grade 8 French immersion students as they complete one of two different tasks: a dictogloss and a jigsaw. The outcome of each task is a story written by each student pair. We propose a coding scheme for the uses made of the L1, exemplify them, and report on exploratory analyses intended to describe differences between and within the tasks in terms of the amount of English (L1) used. We also address the relationship between the amount of L1 use and the quality of students’ writing, and the variability in task performance across student pairs. read more read less

Topics:

Dictogloss (64%)64% related to the paper, Task analysis (58%)58% related to the paper, Vocabulary (55%)55% related to the paper, First language (55%)55% related to the paper, Jigsaw (51%)51% related to the paper
665 Citations
Journal Article DOI: 10.1177/136216889700100302
Task type and task processing conditions as influences on foreign language performance
Peter Skehan1, Pauline Foster1

Abstract:

This paper examines the effects of planning and post-task activity on task-based performance. It is motivated by the need, given recent claims that task-based instruction has desirable pedagogic qu... This paper examines the effects of planning and post-task activity on task-based performance. It is motivated by the need, given recent claims that task-based instruction has desirable pedagogic qu... read more read less

Topics:

Task analysis (69%)69% related to the paper, Foreign language (62%)62% related to the paper, Task (project management) (61%)61% related to the paper
615 Citations
open accessOpen access Journal Article DOI: 10.1177/1362168815572747
Qualitative and descriptive research: Data type versus data analysis
Hossein Nassaji1

Abstract:

Qualitative and descriptive research methods have been very common procedures for conducting research in many disciplines, including education, psychology, and social sciences. These types of research have also begun to be increasingly used in the field of second language teaching and learning. The interest in such methods, p... Qualitative and descriptive research methods have been very common procedures for conducting research in many disciplines, including education, psychology, and social sciences. These types of research have also begun to be increasingly used in the field of second language teaching and learning. The interest in such methods, particularly in qualitative research, is motivated in part by the recognition that L2 teaching and learning is complex. To uncover this complexity, we need to not only examine how learning takes place in general or what factors affect it, but also provide more in-depth examination and understanding of individual learners and their behaviors and experiences. Qualitative and descriptive research is well suited to the study of L2 classroom teaching, where conducting tightly controlled experimental research is hardly possible, and even if controlled experimental research is conducted in such settings, the generalizability of its findings to real classroom contexts are questionable. Therefore, Language Teaching Research receives many manuscripts that report qualitative or descriptive research. The terms qualitative research and descriptive research are sometimes used interchangeably. However, a distinction can be made between the two. One fundamental characteristic of both types of research is that they involve naturalistic data. That is, they attempt to study language learning and teaching in their naturally occurring settings without any intervention or manipulation of variables. Nonetheless, these two types of research may differ in terms of their goal, degree of control, and the way the data are analyzed. The goal of descriptive research is to describe a phenomenon and its characteristics. This research is more concerned with what rather than how or why something has happened. Therefore, observation and survey tools are often used to gather data (Gall, Gall, & Borg, 2007). In such research, the data may be collected qualitatively, but it is often analyzed quantitatively, using frequencies, percentages, averages, or other statistical analyses to determine relationships. Qualitative research, however, is more holistic and often involves a rich collection of data from various sources to gain a deeper understanding of individual participants, including their opinions, perspectives, and attitudes. Qualitative research collects data qualitatively, and the method of analysis is 572747 LTR0010.1177/1362168815572747Language Teaching ResearchEditorial editorial2015 read more read less

Topics:

Qualitative research (58%)58% related to the paper, Descriptive research (55%)55% related to the paper
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593 Citations
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Language Teaching Research format uses SageV citation style.

Automatically format and order your citations and bibliography in a click.

SciSpace allows imports from all reference managers like Mendeley, Zotero, Endnote, Google Scholar etc.

Frequently asked questions

1. Can I write Language Teaching Research in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Language Teaching Research guidelines and auto format it.

2. Do you follow the Language Teaching Research guidelines?

Yes, the template is compliant with the Language Teaching Research guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Language Teaching Research?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Language Teaching Research citation style.

4. Can I use the Language Teaching Research templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Language Teaching Research.

5. Can I use a manuscript in Language Teaching Research that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Language Teaching Research that you can download at the end.

6. How long does it usually take you to format my papers in Language Teaching Research?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Language Teaching Research.

7. Where can I find the template for the Language Teaching Research?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Language Teaching Research's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Language Teaching Research's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Language Teaching Research an online tool or is there a desktop version?

SciSpace's Language Teaching Research is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Language Teaching Research?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Language Teaching Research?”

11. What is the output that I would get after using Language Teaching Research?

After writing your paper autoformatting in Language Teaching Research, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Language Teaching Research's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Language Teaching Research?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Language Teaching Research. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Language Teaching Research?

The 5 most common citation types in order of usage for Language Teaching Research are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Language Teaching Research?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Language Teaching Research's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Language Teaching Research in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Language Teaching Research Endnote style according to Elsevier guidelines.

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I spent hours with MS word for reformatting. It was frustrating - plain and simple. With SciSpace, I can draft my manuscripts and once it is finished I can just submit. In case, I have to submit to another journal it is really just a button click instead of an afternoon of reformatting.

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