Language Teaching Research Quarterly (LTRQ) is a peer-reviewed, open access journal dedicated to advancing research and scholarship in second and foreign language teaching, learning, assessment, and related areas of language education. The journal publishes high-quality, theoretically grounded, methodologically rigorous, and practically relevant qualitative, quantitative, and mixed-methods research addressing significant issues across diverse language-learning and educational contexts. LTRQ seeks to disseminate research of clear value to language teachers, teacher educators, language testers, materials developers, learners, researchers, and other language education professionals, with particular emphasis on studies that make substantive contributions to theory, research, pedagogy, assessment, or professional practice. LTRQ publishes four regular issues annually and may also publish special issues recognizing distinguished scholars and thematic issues addressing significant or emerging debates in the field. All submissions follow a two-stage editorial and peer-review procedure, consisting of an initial internal editorial assessment followed, where appropriate, by external double-blind peer review by at least two independent reviewers. LTRQ operates a continuous online publication model, whereby articles are published individually as soon as they have completed the editorial, peer-review, and production processes, without waiting for the completion of a full issue.