Article Types

Language Teaching Research Quarterly (LTRQ) publishes a range of article types designed to accommodate the diversity of scholarship in second and foreign language teaching, learning, assessment, and related areas of language education. Each article type serves a distinct purpose and is evaluated against criteria appropriate to its genre, while all submissions must demonstrate clear relevance to the journal's scope and offer substantive value to its readership, which includes language teachers, teacher educators, language testers, materials developers, learners, researchers, and other language education professionals.

  

Original Research

Presents empirical studies that make substantive, theoretically grounded contributions to scholarship in second and foreign language teaching, learning, assessment, and related areas of language education. Submissions may employ qualitative, quantitative, or mixed-methods designs and must demonstrate methodological rigor and practical relevance. Studies should address significant issues across diverse language-learning and educational contexts and offer clear value to language teachers, teacher educators, language testers, materials developers, learners, or other language education professionals. Original Research articles are expected to advance theory, research, pedagogy, assessment, or professional practice in meaningful ways. Manuscripts should typically range between 5,000 and 9,000 words, though exceptions may be considered based on the depth and complexity of the study design, as recognized by the handling editor.

 

Editorial

A written piece by the journal's editor or guest editors that introduces a special issue, discusses journal policy, or offers commentary on the current state of the field. It is not peer-reviewed and serves to guide readership and frame the journal's direction.

 

Short Communication

A concise report of original, high-interest empirical research findings that warrant rapid publication. Like a full Original Research article, it presents a focused study or significant preliminary results grounded in theory and employing rigorous methodology, but its narrower scope and shorter format allow for faster dissemination of timely findings. The primary contribution is to research knowledge — offering new evidence that may stimulate further investigation — rather than to describe practice. Manuscripts should not exceed 4,000 words, including references, tables, and figures.

 

Brief Report

A concise account of innovative practice, action-oriented research, or pilot studies in second and foreign language teaching, learning, assessment, or teacher education. Unlike a Short Communication, which reports original empirical findings for a research audience, a Brief Report is practice-oriented and descriptive, aiming to share practical knowledge, novel methods, or preliminary classroom-based insights that are of direct value to language teachers, teacher educators, and other practitioners. Its contribution lies in informing professional practice rather than advancing theory or generating new research knowledge. Manuscripts should not exceed 3,000 words, including references, tables, and figures.

 

Review Article

Provides a critical and comprehensive synthesis of existing research on a specific topic within second and foreign language teaching, learning, assessment, or related areas of language education. It surveys key areas of inquiry, identifies trends, and offers arguments relating to areas of controversy, aiming to provide a state-of-the-art overview. Unlike a Systematic Review, a Review Article adopts a more discursive and interpretive approach, allowing the author greater flexibility in selecting and organizing sources. For LTRQ, Review Articles must demonstrate clear relevance to language education professionals and articulate substantive implications for theory, research, pedagogy, assessment, or professional practice. Manuscripts should typically range between 6,000 and 10,000 words, with exceptions considered based on the breadth and complexity of the topic, as recognized by the handling editor.

 

Scoping Review

A systematic approach to mapping the breadth and depth of literature on a broad or emerging topic within language teaching and learning. It is useful for clarifying concepts, identifying knowledge gaps, and determining the value of undertaking a more focused systematic review. For LTRQ, Scoping Reviews must follow a transparent and replicable methodology, typically adhering to established frameworks such as PRISMA-ScR, and must clearly articulate the significance of the mapped terrain for language education research, practice, or policy. Manuscripts should typically range between 5,000 and 8,000 words, with exceptions considered based on the scope of the literature reviewed, as recognized by the handling editor.

 

Systematic Review

A rigorous, formalized review that addresses a specific research question by analyzing the breadth of published literature while minimizing bias. It uses a pre-determined, transparent search process to identify and critique evidence. For LTRQ, Systematic Reviews must adhere to recognized reporting guidelines (e.g., PRISMA) and demonstrate clear relevance to second and foreign language teaching, learning, assessment, or related areas of language education. They should provide a critical appraisal of included studies and offer substantive implications for theory, research, pedagogy, assessment, or professional practice. Manuscripts should typically range between 6,000 and 10,000 words, with exceptions considered based on the complexity of the review, as recognized by the handling editor.

 

Meta Analysis

A quantitative statistical analysis that combines the results of multiple independent studies on the same topic to calculate an overall effect size. It synthesizes findings to provide a more precise estimate of the relationship between instructional variables and learning outcomes. For LTRQ, Meta Analyses must address questions of clear relevance to language teaching, learning, assessment, or related areas of language education, employ rigorous statistical procedures, and include a comprehensive and transparent search strategy. Authors should report heterogeneity, publication bias, and moderator analyses where appropriate. Manuscripts should typically range between 6,000 and 10,000 words, with exceptions considered based on the scope and complexity of the meta-analysis, as recognized by the handling editor.

 

Case Study

An in-depth, detailed examination of a single instance, event, or person (e.g., a classroom, a teacher, a program) within its real-life context. It is typically qualitative and aims to provide rich, contextualized insights into language teaching processes. For LTRQ, Case Studies must be theoretically grounded, methodologically rigorous, and demonstrate clear relevance to language teaching, learning, assessment, or related areas of language education. They should offer substantive implications for theory, research, pedagogy, assessment, or professional practice. Manuscripts should typically range between 5,000 and 8,000 words, with exceptions considered based on the depth and complexity of the case, as recognized by the handling editor.

 

Methodology

Presents a novel research method, instrument, or analytical technique relevant to the study of language teaching. It describes the procedure in sufficient detail for others to replicate it and provides evidence of its validity and reliability. For LTRQ, Methodology articles must demonstrate clear applicability to second and foreign language teaching, learning, assessment, or related areas of language education. They should include empirical evidence of the method's effectiveness or utility and discuss implications for future research and practice. Manuscripts should typically range between 5,000 and 8,000 words, with exceptions considered based on the complexity of the method, as recognized by the handling editor.

 

Commentary

A short article that offers a critical or interpretive perspective on a specific issue, debate, or previously published article in the field. It aims to stimulate discussion and reflection among researchers and practitioners. For LTRQ, Commentaries must address topics of clear relevance to second and foreign language teaching, learning, assessment, or related areas of language education. They should be grounded in existing literature and offer reasoned argument rather than new empirical data. Manuscripts should not exceed 3,000 words, including references.

 

Perspective Article

Presents a personal or theoretical viewpoint on a particular topic, trend, or controversy in language teaching. It is not based on new empirical data but rather on reasoned argument and synthesis of existing ideas. For LTRQ, Perspective Articles must demonstrate clear relevance to second and foreign language teaching, learning, assessment, or related areas of language education. They should offer original insights and substantive implications for theory, research, pedagogy, assessment, or professional practice. Manuscripts should typically range between 4,000 and 7,000 words, with exceptions considered based on the scope of the argument, as recognized by the handling editor.

 

Data Article

Describes a dataset that has been generated or compiled and made publicly available for reuse. It explains the methods used to collect the data, its structure, and its potential value for future research in language teaching. For LTRQ, Data Articles must describe datasets of clear relevance to second and foreign language teaching, learning, assessment, or related areas of language education. The dataset must be deposited in a recognized, publicly accessible repository, and the article should include detailed documentation of data collection procedures, ethical considerations, and potential research applications. Manuscripts should typically range between 4,000 and 6,000 words, with exceptions considered based on the complexity of the dataset, as recognized by the handling editor.

 

Replication Study

An empirical study that repeats a previously published investigation to verify its findings and assess their generalizability to new contexts or populations. It is crucial for validating knowledge in the field. For LTRQ, Replication Studies must address questions of clear relevance to second and foreign language teaching, learning, assessment, or related areas of language education. They should clearly justify the need for replication, describe the original study in detail, and discuss implications for theory, research, pedagogy, assessment, or professional practice. Manuscripts should typically range between 5,000 and 9,000 words, with exceptions considered based on the complexity of the replication, as recognized by the handling editor.

 

Interview

A transcript or edited conversation with a prominent figure in language teaching research, such as a leading scholar or innovator. It provides a forum for exploring personal perspectives, career reflections, or timely debates in the field. For LTRQ, Interviews must feature individuals whose contributions have significantly advanced second and foreign language teaching, learning, assessment, or related areas of language education. The interview should be contextualized with an introduction that establishes the significance of the interviewee and the topics discussed. Manuscripts should typically range between 3,000 and 5,000 words, with exceptions considered based on the depth of the conversation, as recognized by the handling editor.

 

Forum

A dedicated section for shorter, opinion-based pieces or exchanges on topical issues in language teaching. It provides a space for rapid, informal debate and community discussion outside the constraints of full-length articles. For LTRQ, Forum pieces must address topics of clear relevance to second and foreign language teaching, learning, assessment, or related areas of language education. They should be grounded in existing literature and offer reasoned argument rather than new empirical data. Manuscripts should typically range between 2,000 and 4,000 words, with exceptions considered based on the scope of the discussion, as recognized by the handling editor.

 

 

Erratum

A correction notice for an error introduced by the journal during the production process (e.g., a typesetting mistake) in a previously published article. It is a formal notification of the publisher's mistake. For LTRQ, Errata are published at the discretion of the editorial team and must clearly identify the original article, describe the error, and provide the corrected information. Errata are not peer-reviewed. Manuscripts should not exceed 500 words.

 

Corrigendum

A correction notice for a significant error made by the author(s) in a previously published article. It is a formal acknowledgment and correction of the author's mistake. For LTRQ, Corrigenda are published at the discretion of the editorial team and must clearly identify the original article, describe the error, and provide the corrected information. Corrigenda are not peer-reviewed. Manuscripts should not exceed 500 words.