Psychological and Emotional Factors in Language Learning and Teaching: Advances in Research and Practice

Guest Editor
Larisa Nikitina
University of Malaya

The role of psychological and emotional factors in the process of learning and teaching an additional language is well recognized. A greater share of attention, however, has been given in research literature to psychological and cognitive aspects, such as language learning motivation (L2 motivation), language aptitude, learning strategies and learner autonomy, to name just a few. In comparison, emotional factors involved in learning—and teaching—a new language remain relatively underexplored. Furthermore, among a broad range of human emotions, research in applied linguistics has tended to focus on anxiety at the negative end of the spectrum.

In recent years, there have occurred some shifts in research on psychology of language learning and teaching. New constructs, methodologies and epistemologies introduced by researchers have opened up exciting new directions for empirical research and pedagogical practice. Among recent developments, studies on L2 motivation have begun to adopt qualitative and mixed methodologies and link motivation to other psychological constructs, such as learner self-image and, more recently, mental images of a target language country, its cultures and people. Concerning the emotional factors or the ‘highs and lows’ of a language learning endeavour, calls have been made to accord more attention to the positive feelings and emotions relevant to language learning and teaching. These shifts in the scope and perspectives of empirical research require solid theoretical foundations.  

Recognising the need for further advancements in the ever-evolving area of psychology of language learning and teaching, “Journal of Language and Education” is calling for papers for its special issue “Psychological and Emotional Factors in Language Learning and Teaching: Advances in Research and Practice”. It particularly welcomes papers that offer theoretical advances, report on methodological innovations and connect psychological insights to pedagogical practice.

Proposed Timeline of Special-Issue

Manuscript Submission Due Date:    December 30, 2020
Editorial Preface Submission:    August 25, 2021
Estimated Publication Date:    September, 2021

Submitted manuscripts must be written in English and use the template for papers for regular issues. Each submission must contain three files: a a main document without authors’ information, а title page with authors’ information and a cover letter. The submitted main document must be anonymized for double blind review. The cover letter must have the following details: authors’ names, email address, affiliation, abstract of the paper, and declaration of authorship and publication conflict. In the cover letter, briefly summarize your article’s contribution to the field and its novelty. Authors can consult for Ethics Policy and for Information for Authors. Papers that do not follow the guidelines will be returned to the author. Your cover letter must indicate “FOR THE SPECIAL ISSUE”.

All the papers published in the special issue will be screened by the guest editor and then double-blind reviewed by at least two (usually three) external scholars in the field. High quality papers which will not be published in the special issue will be considered for publication in a regular issue. This will be recommended by the guest editor, agreed by the author, and decided by the Editorial Board.

The journal will not charge any fee for review, processing, and publication.