System
短名 | |
Journal Impact | 5.04 |
国际分区 | LINGUISTICS(Q1) |
期刊索引 | SCI Q1中科院 1 区 |
ISSN | 0346-251X, 1879-3282 |
h-index | 104 |
国内分区 | 文学(1区)文学教育学和教育研究(1区)文学语言学(1区) |
Top期刊 | 是 |
This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.
期刊主页涉及主题 | 计算机科学心理学哲学数学语言学数学教育社会学教育学政治学法学 |
出版信息 | 出版商: Elsevier Ltd,出版周期: ,期刊类型: journal |
基本数据 | 创刊年份: 1973,原创研究文献占比: 98.76%,自引率:10.20%, Gold OA占比: 18.42% |
期刊引文格式
这些示例是对学术期刊文章的引用,以及它们应该如何出现在您的参考文献中。
并非所有期刊都按卷和期组织其已发表的文章,因此这些字段是可选的。有些电子期刊不提供页面范围,而是列出文章标识符。在这种情况下,使用文章标识符而不是页面范围是安全的。
只有1位作者的期刊
有2位作者的期刊
有3位作者的期刊
有5位以上作者的期刊
书籍引用格式
以下是创作和编辑的书籍的参考文献的示例。
学位论文引用格式
网页引用格式
这些示例是对网页的引用,以及它们应该如何出现在您的参考文献中。
专利引用格式
最新文章
Exploring EFL teachers’ emotional experiences and adaptive expertise in the context of AI advancements: A positive psychology perspective
2024-11-1
A systematic review of research on emotional artificial intelligence in English language education
2024-11-1
Predictors of foreign language proficiency: Emotion regulation, foreign language enjoyment, or academic stress?
2024-11-1
Teaching pragmatics to instructors of L2 Japanese: A relevance-theoretic approach
2024-11-1
Symphony with noises and keynotes: Effective feedback process in L2 postgraduate academic writing from a teacher feedback literacy perspective
2024-11-1
Motivation and self-regulated learning profiles: A person-centered perspective of English learning and achievement in an Asia context
2024-10-1
Low-to mid-level high school first-year EFL learners’ growth language mindset, grit, burnout, and engagement: Using serial mediation models to explore their relationships
2024-10-1
Formative assessment for self-regulated learning: Evidence from a teacher continuing professional development programme
2024-10-1
Examining the role of achievement goals in L2 learning: A cross-sectional and longitudinal study
2024-10-1
L1 and translation use in EFL classrooms: A quantitative survey on teachers’ attitudes in Kazakhstani secondary schools
2024-10-1
Mind the gap: English teachers’ perceptions and practices of integrating social media into language classrooms in China
2024-10-1
Affording pragmatics-focused training for language teachers: The case of L2 Mandarin Chinese
2024-10-1
Enhancing collaboration: Exploring regulated learning strategies in the co-regulatory processes of collaborative L2 writing
2024-10-1
A systematic review of reading self-efficacy in second or foreign language learning
2024-10-1
Enhancing EMI learning through L1 use and ESP: A mixed-methods study in a Chinese transnational education context
2024-10-1
Freedom and constraints: English learners’ investment in writing through digital multimodal composing
2024-10-1
Language Learning Development in Human-AI Interaction: A Thematic Review of the Research Landscape
2024-10-1
Assessment of Interactional Competence in L2 German: Integrating an innovative rubric to help language teachers effectively evaluate pragmatics
2024-10-1
Buoyancy and engagement in online English learning: The mediating roles and complex interactions of anxiety, enjoyment, and boredom
2024-10-1
Feeling paradoxes and teaching in struggles: A socio-political analysis of language teachers’ motivation and emotion labor
2024-10-1
A “positive” turn in heritage language education: Multilingual children's voices on language learner well-being
2024-10-1
Intensity matters in CLIL: Evidence from primary school learners’ receptive skills
2024-10-1
Investigating the relationships between language mindsets, attributions, and learning engagement of L2 writers
2024-10-1
The mediating role of mindfulness and emotion regulation in the relationship between teacher self-compassion and work engagement among EFL teachers: A serial mediation model
2024-10-1
Unlocking the magic of digital adaptivity: Unleashing students' writing skills and self-determination motivation through digital literacy instruction
2024-10-1
The presence of translanguaging and its effect on EFL learners’ languaging opportunities in video-based peer editing
2024-10-1
Refining the narrative: An autoethnographic insight into academic identity construction and development in a Chinese doctoral student's journey in the United States
2024-10-1
Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course
2024-10-1
Factor structure and psychometric properties of the L2 teacher boredom scale
2024-10-1
Interplay of academic emotion regulation, academic mindfulness, L2 learning experience, academic motivation, and learner autonomy in intelligent computer-assisted language learning: A study of EFL learners
2024-10-1
Book review
2024-10-1
Book review
2024-10-1
Self-regulated learning strategies, self-efficacy, and learning engagement of EFL students in smart classrooms: A structural equation modeling analysis
2024-10-1
Book review
2024-10-1
Book review
2024-10-1
Book review
2024-10-1
Exploring Chinese EMI lecturers’ pedagogical engagement through the lens of culturally informed positive psychology: An intervention study
2024-10-1
Book review
2024-10-1
Evaluating AI's impact on self-regulated language learning: A systematic review
2024-9-17
Book review
2024-9-17
Vocabulary learning in EMI courses: A longitudinal study of Chinese university students over a term
2024-9-15
English language teachers’ implementation of collaborative translanguaging
2024-9-14
Tracing the dynamics of motivational self-constructs across the lifespan: Tales from senior learners of English
2024-9-13
The role of context in the word family debate
2024-9-12
Factors impeding implementing CALL-based instruction: A mixed-methods study
2024-9-12
Designing a task-based conversational agent for EFL in German schools: Student needs, actions, and perceptions
2024-9-11
From teacher-intended to learner-actualised affordances in a WeChat-Supported mobile Chinese language learning environment
2024-9-10
Editorial Board
2024-9-10
The longitudinal development of argumentative writing in an English for academic purposes course in Japan
2024-9-1
Investigating Barriers to Implementation of a CLT-based Curriculum Innovation in Iranian Secondary Education
2024-9-1
帮你贴心管理全部的文献
研飞ivySCI,高效的论文管理
投稿经验分享
分享我的经验,帮你走得更远