Aim and Scope
Contemporary Language Teaching is a refereed journal published four times a year. It publishes research studies that apply quantitative, qualitative, or mixed method design to examine the issues related to language learning and teaching. It is also devoted to publishing high quality theoretical studies, meta-analyses and overviews of recent research topics related to second or foreign language learning and teaching. Contemporary Language Teaching also publishes special issues on contemporary and significant aspects of language learning teaching. Special issues are usually edited by a gust-editor who is an expert on a specific topic. A rigorous and thorough peer review procedure applies to both the commissioned and the unsolicited articles.
All manuscripts submitted to Contemporary Language Teaching are first reviewed by one of the Editors for appropriate content and style. If approved by the Editor, manuscripts are then reviewed by at least two anonymous reviewers from the editorial board or external reviewers in a double-blind review process. Reviewers are selected by the Editors based on their expertise based on the submitted manuscript’s foci, topic, or methodology. In special editions or on special occasions, the Editors may invite scholars with a specific expertise to submit manuscripts for publication. In such cases, the publication decision rests with the Editors and such manuscripts are designated as “Invited”.