ISSN: 3083-256X | Access: Open
Copyright: CC BY-NC-ND 4.0
Frequency: Biannual (Feb & Aug)
Metrics
Manuscript Timeline
- 9 days : Submission to First Decision
- 17 days : Submission to Decision after Review
- 11 days : Acceptance to Online Publication
- 6% : Acceptance Rate
Usage
4
Total Published
2866
Total Views
1686
Total Downloads
0
Total Citations
Number of Publications
2026-06
2
2026-07
1
2026-09
1
Top Contributed Countries
| Country | Authors | Articles | Share |
|---|---|---|---|
| Viet Nam (VN) | 5 | 4 | 100% |
Top Articles
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(2026) A critical review of the CIPP models and its relevance to language education. Journal of Language Teaching and Learning Today. 1(2), 1-14 - In Progress 374 127
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(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 636 376
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(2026) A gender-based analysis of self-efficacy and foreign language anxiety among Vietnamese undergraduates. Journal of Language Teaching and Learning Today. 1(2), 1-16 - In Progress 957 782
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(2026) Formative and summative assessments: English-majored students’ perceptions and expectations. Journal of Language Teaching and Learning Today. 1(2), 1-16 - In Progress 899 401
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(2026) A gender-based analysis of self-efficacy and foreign language anxiety among Vietnamese undergraduates. Journal of Language Teaching and Learning Today. 1(2), 1-16 - In Progress 957 782
-
(2026) Formative and summative assessments: English-majored students’ perceptions and expectations. Journal of Language Teaching and Learning Today. 1(2), 1-16 - In Progress 899 401
-
(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 636 376
-
(2026) A critical review of the CIPP models and its relevance to language education. Journal of Language Teaching and Learning Today. 1(2), 1-14 - In Progress 374 127
-
(2026) A gender-based analysis of self-efficacy and foreign language anxiety among Vietnamese undergraduates. Journal of Language Teaching and Learning Today. 1(2), 1-16 - In Progress 957 782
-
(2026) Formative and summative assessments: English-majored students’ perceptions and expectations. Journal of Language Teaching and Learning Today. 1(2), 1-16 - In Progress 899 401
-
(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 636 376
-
(2026) A critical review of the CIPP models and its relevance to language education. Journal of Language Teaching and Learning Today. 1(2), 1-14 - In Progress 374 127
-
(2026) A critical review of the CIPP models and its relevance to language education. Journal of Language Teaching and Learning Today. 1(2), 1-14 - In Progress 374 127
-
(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 636 376
-
(2026) A gender-based analysis of self-efficacy and foreign language anxiety among Vietnamese undergraduates. Journal of Language Teaching and Learning Today. 1(2), 1-16 - In Progress 957 782
-
(2026) Formative and summative assessments: English-majored students’ perceptions and expectations. Journal of Language Teaching and Learning Today. 1(2), 1-16 - In Progress 899 401
-
(2026) A critical review of the CIPP models and its relevance to language education. Journal of Language Teaching and Learning Today. 1(2), 1-14 - In Progress 374 127
-
(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 636 376
-
(2026) A gender-based analysis of self-efficacy and foreign language anxiety among Vietnamese undergraduates. Journal of Language Teaching and Learning Today. 1(2), 1-16 - In Progress 957 782
-
(2026) Formative and summative assessments: English-majored students’ perceptions and expectations. Journal of Language Teaching and Learning Today. 1(2), 1-16 - In Progress 899 401
