Journal of Technology and Chinese Language Teaching, published by JOURNAL TECHNOLOGY & CHINESE LANGUAGE TEACHING, serves as an influential platform for scholars and practitioners in the intersecting fields of technology, language education, and linguistic research. With an ISSN of 1949-260X, this journal strives to disseminate cutting-edge research and innovative practices aimed at enhancing the teaching and learning of Chinese language through technological advancements. Operated from the United States, it currently occupies valuable quartiles within its categories, showcasing its significance—ranking Q4 in Computer Science Applications, Q3 in Education, and Q2 in Linguistics and Language. As it spans from 2019 to 2024, the journal provides a rich repository for international contributions, fostering a collaborative environment for educators, researchers, and students alike. With both Scopus and HIndex metrics reflecting a solid reputation, the Journal of Technology and Chinese Language Teaching is pivotal for those keen on pushing the boundaries of language instruction in the digital age.

Language and Education is a leading academic journal published by Routledge Journals, Taylor & Francis Ltd, specializing in the intersection of language studies and educational practices. With an impressive Q1 ranking in both Education and Linguistics and Language categories for 2023, it stands out as a crucial resource for researchers, educators, and industry professionals. Covering a wide array of topics pertinent to language acquisition, pedagogical methodologies, and culturally responsive education, this journal supports rigorous scholarship in the field. While not currently offering open access options, its contributions are vital for advancing knowledge and fostering innovation across disciplines. The journal's long-term commitment to excellence is evidenced by its high rankings in Scopus, placing it in the 94th percentile in Language and Linguistics and the 80th percentile in Education. Since its inception in 1987, Language and Education has not only tracked the evolving landscape of language education but has also actively shaped it, making it an indispensable tool for anyone invested in educational research and practice.

Deutsch als Fremdsprache-Zeitschrift zur Theorie und Praxis des Faches Deutsch als Fremdsprache is a prominent academic journal published by ERICH SCHMIDT VERLAG in Germany, focused on advancing the field of German as a foreign language. With an ISSN of 0011-9741 and E-ISSN of 2198-2430, this journal has carved out a significant niche in linguistics and language education, reflecting its robust academic rigor as indicated by its ranking in the Q2 in Linguistics and Language and Q3 in Education quartiles for 2023. It occupies an important role in disseminating research, practical methodologies, and theoretical insights that contribute to the improvement of German language instruction globally. While it is not an open-access journal, its influence is bolstered by comprehensive reviews and scholarly contributions that are essential for researchers, educators, and students alike. With a history of converged years from 2013 to 2024, this journal remains a vital resource for those interested in the theoretical and practical aspects of teaching and learning German.

English Teaching and Learning is a distinguished academic journal published by SPRINGER SINGAPORE PTE LTD, focusing on the dynamic fields of education and linguistics. With an ISSN of 1023-7267 and an E-ISSN of 2522-8560, this journal serves as a vital platform for researchers, educators, and practitioners interested in advancing the understanding of English language instruction and learning methodologies. Recognized for its high standards, it has achieved a notable Q2 ranking in Education and a prestigious Q1 ranking in Linguistics and Language in 2023, underscoring its impact within these essential scholarly fields. The journal, which spans a converged publication period from 2015 to 2024, endeavors to disseminate innovative research, theoretical insights, and practical applications, making it an invaluable resource for anyone committed to enhancing English education globally. Although it does not operate under an open-access model, its contributions are pivotal in shaping contemporary discourse in English teaching and learning.

Malaysian Journal of ELT Research is a pioneering platform dedicated to advancing the field of English Language Teaching (ELT) research, published by the Malaysian English Language Teaching Association. With an ISSN of 1511-8002, this journal serves as a vital resource for educators, researchers, and practitioners who are passionate about enhancing English language instruction in Malaysia and beyond. Although specific impact factors are currently not available, the journal's commitment to quality research is evident in its rigorous peer-review process, fostering innovative studies that address contemporary challenges in ELT. The journal embraces a wide range of topics within English language pedagogy, including but not limited to curriculum development, teaching methodologies, and language assessment. It provides an open-access model, ensuring that valuable research insights are readily accessible to a global audience. With its strategic focus on enriching English language education, the Malaysian Journal of ELT Research stands as an important contributor to scholarly discourse in the realm of language teaching and learning.

Published by Routledge Journals, Taylor & Francis Ltd, the JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT has established itself as a premier platform for scholarly discourse in the fields of cultural studies, linguistics, and education since its inception in 1980. With a significant focus on the multifaceted nature of language and culture, this journal offers invaluable insights that contribute to our understanding of multilingualism and multiculturalism in a globalized world. The journal commands an impressive impact, holding Q1 rankings across three critical categories as of 2023, reflecting its influence within the academic community: 22nd percentile in Cultural Studies, 45th in Linguistics and Language, and 215th in Education. Relevant researchers, professionals, and students are encouraged to engage with groundbreaking research, methodologies, and discussions that highlight the dynamic interconnection of language and culture. To access the journal, please visit Routledge’s dedicated platform, where you can explore a wealth of resources and stay updated on the latest findings up to 2024.

Studies in Self-Access Learning Journal is a pioneering academic outlet dedicated to the exploration and advancement of self-access learning practices across diverse educational contexts. Published by Kanda University of International Studies in Japan, this open access journal has been committed to disseminating high-quality research since its inception in 2010, facilitating global access to valuable insights in the fields of Computer Science Applications, Education, and Linguistics and Language. With a significant presence in academic databases, the journal has achieved notable rankings, including Q3 in both Computer Science Applications and Education, and Q2 in Linguistics and Language for 2023. Its emphasis on innovative practices in self-directed learning makes it an essential resource for researchers, educators, and practitioners alike, who are looking to contribute to and benefit from the latest findings in this dynamic area of study. As the journal continues to evolve through its converged years from 2019 to 2024, it remains a vital forum for scholarly dialogue, encouraging multidisciplinary collaborations and enriching the educational landscape.

Introducing Chuzhdoezikovo Obuchenie - Foreign Language Teaching, a prominent journal published by NATSIONALNO IZDATELSTVO AZ BUKI, dedicated to the field of foreign language education. With its ISSN 0205-1834 and E-ISSN 1314-8508, this journal aims to provide a comprehensive platform for researchers, educators, and practitioners to share insightful studies, innovative methodologies, and transformative practices in language teaching. The journal is based in Sofia, Bulgaria and is strategically positioned to contribute to the discourse on language acquisition and pedagogy, targeting a global audience interested in enhancing foreign language competencies. Although specific impact factors and H-index data may be unavailable, the journal's commitment to quality and relevance in the field is evident through its rigorous peer-review process, ensuring that published works meet high academic standards. Emphasizing accessibility and inclusivity, Chuzhdoezikovo Obuchenie invites submissions that reflect contemporary challenges and advancements in language education, making it an essential resource for anyone invested in the future of multilingual instruction.

Reading in a Foreign Language is a premier academic journal published by the University of Hawaii, College of Languages, Linguistics & Literature, dedicated to fostering the field of second language acquisition. With an ISSN of 1539-0578, this esteemed journal boasts a solid reputation, being ranked in the Q1 quartile in both Education and Linguistics, highlighting its significant impact within these disciplines. Covering the latest research and advancements from 2019 to 2024, Reading in a Foreign Language serves as an essential resource for educators, researchers, and students aiming to deepen their understanding of reading proficiency in second languages. Although Open Access is not offered, the journal's influential position is underscored by its impressive Scopus rankings, with 82nd percentile status in Linguistics and Language, and 52nd percentile in Education, making it a valuable asset for those enhancing their academic and professional pursuits in language studies.

Per Linguam - A Journal of Language Learning, published by the University of Stellenbosch's Department Didaktiek, is a distinguished open-access journal that has been a vital resource for language educators and researchers since 1985. With an ISSN of 0259-2312 and an E-ISSN of 2224-0012, it fosters scholarly dialogue surrounding language acquisition and pedagogy. Positioned in the Q4 category in Developmental and Educational Psychology and Education, and Q3 in Linguistics and Language for 2023, this journal addresses crucial aspects of language learning that impact both teaching practices and learner outcomes. Although its Scopus rankings reveal challenges, the journal remains committed to its objectives of advancing knowledge and innovation in language education. Operating from Matieland, South Africa, Per Linguam invites contributions that explore the intersections of theory, research, and practical application, offering a platform for educators, students, and policymakers to share insights and strategies that can transform language learning experiences globally.