Journal of Language Teaching and Pedagogy


Although numerous journals, studies, and books on language teaching have been published, very few of them take into account individual differences. Students’ initial emotional states can be influenced by how they are taught between lessons, within lessons, and even within learning activities. Because no two learners are identical, different types of instruction benefit different types of learners, and differentiated instruction can benefit students with low aptitude, high anxiety, and low motivation. It may be exceedingly difficult to tailor instruction to a learner’s cognitive abilities, affective dispositions, and motivational inclinations, or it may be unreasonable to expect teachers to accommodate a range of abilities and attitudes. On the other hand, language teachers can either attempt to change students’ belief systems in order to increase their receptivity to a particular type of instruction, or they can conduct strategy training, which entails identifying the strategies that facilitate language learning success. To fully understand how learner factors interact with instruction, we need extensive research and practise, as well as case studies that demonstrate how students respond to instruction during a single lesson (or task). There is a void in the literature regarding the relationship between strategy use and language learning, and the Journal of Language Teaching and Pedagogy seeks to fill that void. It examines the effects of instructional differences on student interactions and learning across a range of instructional activities.


Aim and Scope

The Journal of Language Teaching and PEDAGOGY is an international peer-reviewed journal dedicated to publishing original research methods and findings with clear pedagogical implications, as well as research on critical principles and practices affecting how second and foreign languages are taught and learned globally in the field of education. Although articles must be written in English, studies on the teaching of other languages are welcome.

Among the topics covered are:

  • Case Studies in Comparative Methodology
  • Classroom Discourse in a Second Language
  • Teacher’s role
  • Learner-Centered Approach
  • Classroom Interaction and L2 Learning
  • Second Language Acquisition
  • Individual Differences
  • Programme
  • Syllabus
  • Materials design
  • Methodology

Volume:1 Issue:1Mar' 2022

Sr No. Article Information
Author(s): omar ismailo, ali taha.
Page No : 1-7

DOI: 423423423

Author(s): omar ismail, ali.
Page No : 7-45

DOI: 54532424