Subjects -> LANGUAGE AND LITERATURE (Total: 2147 journals)
    - LANGUAGE AND LITERATURE (954 journals)
    - LANGUAGES (276 journals)
    - LITERATURE (GENERAL) (180 journals)
    - NOVELS (13 journals)
    - PHILOLOGY AND LINGUISTICS (500 journals)
    - POETRY (23 journals)

LANGUAGE AND LITERATURE (954 journals)            First | 1 2 3 4 5     

Showing 801 - 127 of 127 Journals sorted alphabetically
Studia Romanica Posnaniensia     Open Access  
Studia Rossica Gedanensia     Open Access  
Studia Scandinavica     Open Access  
Studia Slavica     Full-text available via subscription   (Followers: 1)
Studia theodisca     Open Access  
Studien zur deutschen Sprache und Literatur     Open Access   (Followers: 4)
Studies in African Languages and Cultures     Open Access  
Studies in American Indian Literatures     Full-text available via subscription   (Followers: 4)
Studies in Applied Linguistics & TESOL (SALT)     Open Access   (Followers: 3)
Studies in Canadian Literature / Études en littérature canadienne     Full-text available via subscription   (Followers: 2)
Studies in ELT and Applied Linguistics     Open Access   (Followers: 16)
Studies in Scottish Literature     Open Access   (Followers: 5)
Studies in the Age of Chaucer     Full-text available via subscription   (Followers: 3)
Studies in the Novel     Full-text available via subscription   (Followers: 16)
SubStance     Full-text available via subscription   (Followers: 7)
Suomalais-Ugrilaisen Seuran Aikakauskirja : Journal de la Société Finno-Ougrienne     Open Access  
Sustainable Multilingualism     Open Access  
Swedish Journal of Romanian Studies     Open Access  
Sylloge epigraphica Barcinonensis : SEBarc     Open Access  
symploke     Full-text available via subscription   (Followers: 3)
Sztuka Edycji     Open Access   (Followers: 4)
Tabuleiro de Letras     Open Access  
Teksty Drugie     Open Access  
Telar     Open Access  
Telondefondo : Revista de Teoría y Crítica Teatral     Open Access  
Temps zero     Open Access  
Tenso     Full-text available via subscription   (Followers: 2)
Teoliterária : Revista Brasileira de Literaturas e Teologias     Open Access  
Terminàlia     Open Access  
Territories : A Trans-Cultural Journal of Regional Studies     Open Access   (Followers: 1)
Texas Studies in Literature and Language     Full-text available via subscription   (Followers: 3)
Text Matters     Open Access   (Followers: 6)
Textual Cultures     Full-text available via subscription   (Followers: 12)
Textual Practice     Hybrid Journal   (Followers: 24)
Texturas     Open Access  
The BARS Review     Open Access  
The CLR James Journal     Full-text available via subscription  
The Comparatist     Full-text available via subscription   (Followers: 4)
The Eighteenth Century     Full-text available via subscription   (Followers: 37)
The Explicator     Full-text available via subscription   (Followers: 4)
The F. Scott Fitzgerald Review     Full-text available via subscription   (Followers: 1)
The Highlander Journal     Open Access   (Followers: 2)
The Hopkins Review     Full-text available via subscription   (Followers: 2)
The Lion and the Unicorn     Full-text available via subscription   (Followers: 12)
The Literacy Trek     Open Access  
The Mark Twain Annual     Full-text available via subscription   (Followers: 2)
The New Yorker     Full-text available via subscription   (Followers: 31)
The Vernal Pool     Open Access  
Tirant : Butlletí informatiu i bibliogràfic de literatura de cavalleries     Open Access  
Tolkien Studies     Full-text available via subscription   (Followers: 10)
TradTerm     Open Access  
Traduire : Revue française de la traduction     Open Access   (Followers: 2)
TRANS : Revista de Traductología     Open Access   (Followers: 1)
Transalpina     Open Access  
Transfer : e-Journal on Translation and Intercultural Studies     Open Access   (Followers: 2)
Translation and Literature     Hybrid Journal   (Followers: 16)
Translation Review     Hybrid Journal   (Followers: 3)
Translation Studies     Hybrid Journal   (Followers: 24)
Translationes     Open Access   (Followers: 1)
Transmodernity : Journal of Peripheral Cultural Production of the Luso-Hispanic World     Open Access   (Followers: 4)
Transmotion     Open Access   (Followers: 22)
Transversal     Open Access  
Trasvases Entre la Literatura y el Cine     Open Access  
Trípodos     Open Access  
Tropelías : Revista de Teoría de la Literatura y Literatura Comparada     Open Access  
Tsafon : Revue Interdisciplinaire d'études Juives     Open Access   (Followers: 1)
Tulsa Studies in Women's Literature     Full-text available via subscription   (Followers: 7)
Turkish Review of Communication Studies     Open Access  
Tutur : Cakrawala Kajian Bahasa-Bahasa Nusantara     Open Access  
Tydskrif vir Letterkunde     Open Access  
Uncommon Culture     Open Access  
Unidiversidad     Open Access  
Urdimento : Revista de Estudos em Artes Cênicas     Open Access  
US Latino & Latina Oral History Journal     Full-text available via subscription  
Valenciana     Open Access  
Variants : Journal of the European Society for Textual Scholarship     Open Access  
Verba : Anuario Galego de Filoloxía     Full-text available via subscription  
Verba Hispanica     Open Access  
Vertimo studijos (Translation Studies)     Open Access   (Followers: 1)
Via Panorâmica : Revista de Estudos Anglo-Americanos     Open Access  
Victorian Literature and Culture     Hybrid Journal   (Followers: 22)
Victorian Poetry     Full-text available via subscription   (Followers: 11)
Vilnius University Open Series     Open Access  
Vision : Journal for Language and Foreign Language Learning     Open Access   (Followers: 1)
Vita Latina     Full-text available via subscription   (Followers: 2)
Voice and Speech Review     Hybrid Journal  
Voix et Images     Full-text available via subscription   (Followers: 1)
Vox Romanica     Full-text available via subscription   (Followers: 4)
Wacana     Open Access  
Wacana : Journal of the Humanities of Indonesia     Open Access   (Followers: 1)
Wasafiri     Hybrid Journal   (Followers: 4)
Werkwinkel : Journal of Low Countries and South African Studies     Open Access  
Western American Literature     Full-text available via subscription   (Followers: 4)
Wicazo Sa Review     Full-text available via subscription   (Followers: 1)
WikiJournal of Humanities     Open Access  
William Carlos Williams Review     Full-text available via subscription   (Followers: 1)
Word Structure     Hybrid Journal   (Followers: 2)
Writing Systems Research     Hybrid Journal   (Followers: 3)
Written Language & Literacy     Hybrid Journal   (Followers: 4)
WSQ: Women's Studies Quarterly     Full-text available via subscription   (Followers: 15)
Year's Work in English Studies     Hybrid Journal   (Followers: 19)
Yearbook of Ancient Greek Epic Online     Full-text available via subscription   (Followers: 1)
Yearbook of Langland Studies     Full-text available via subscription  
Zeitschrift fuer deutsches Altertum und Literatur     Full-text available via subscription   (Followers: 7)
Zeitschrift für Interkulturellen Fremdsprachenunterricht     Open Access   (Followers: 1)
Zeitschrift für Literaturwissenschaft und Linguistik     Hybrid Journal   (Followers: 1)
Zeitschrift für Wortbildung / Journal of Word Formation     Full-text available via subscription  
Zeszyty Cyrylo-Metodiańskie     Open Access   (Followers: 1)
Zibaldone : Estudios Italianos     Open Access  
Zutot     Hybrid Journal   (Followers: 1)
Œuvres et Critiques     Full-text available via subscription  
Известия Южного федерального университета. Филологические науки     Open Access  

  First | 1 2 3 4 5     

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Journal Cover
Vision : Journal for Language and Foreign Language Learning
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2252-8385 - ISSN (Online) 2541-4399
Published by UIN - Walisongo Homepage  [14 journals]
  • Critical Pedagogy in an EFL Context: Towards Solving the Definition
           Precision Problem

    • Authors: Leila Akbarpour
      Pages: 1 - 16
      Abstract: Some critics mention the definition variety problem, or a lack of definitional precision, as a major problem with Critical Pedagogy (CP). One who has just been familiar with CP may not have enough information regarding its roots and its multidisciplinary nature. S/he may not know about the historical development of CP and thus may not even be acquainted with the possibility of the existence of different definitions and versions for CP. Therefore, a newly-arrived researcher may get confused encountering the different definitions of CP. On the other hand, the literature on CP does not seem to be directed at the new researchers. By having five phases, the present mixed-methods study offered a simple definition of CP encompassing all the common grounds in the literature using an extensive literature review, the Grounded Theory approach, and Factor Analysis. Ten Iranian EFL professionals in CP, besides 306 Iranian EFL teachers, participated in the present work. The results of the present work may be helpful in developing CP-based curricula and courses which look into the real needs of the learners and teachers in order to have a more fruitful educational system.
      PubDate: 2022-06-03
      DOI: 10.21580/vjv11i110642
      Issue No: Vol. 11, No. 1 (2022)
  • Short Plays and Drama in EFL Classrooms as Perceived by Secondary School
           Students: the Role and Impact

    • Authors: Dini Rosita Sari
      Pages: 17 - 30
      Abstract: This quantitative study investigates the role and impact of short plays and drama on English as a foreign language (EFL) students. A total of 72 students from a secondary school in North Kalimantan in Indonesia participated in the study. Data was collected through a questionnaire consisting of 8 items, which were later classified into three different focuses of inquiries; psychological, instrumental, and pedagogical aspects. The study results indicate that secondary school students viewed short play from the three perspectives positively. Findings also suggest that the application of short play in EFL classrooms must be preceded by a careful selection of literary texts and careful planning of short play instructional design. Finally, the study calls for further attempts to integrate secondary school EFL curriculum and literature, implying the needs for appropriate drama-based activity pedagogy and professional development programs.
      PubDate: 2022-06-04
      DOI: 10.21580/vjv11i211269
      Issue No: Vol. 11, No. 1 (2022)
  • The Contributions of Teacher Humor in EFL Classes in Vietnam: University
           Students’ Perspectives

    • Authors: Pham Trut Thuy, Le Thanh Thao
      Pages: 31 - 50
      Abstract: According to several studies on English teaching and learning, English as a foreign language (EFL) teachers tend to avoid humor in their classrooms. However, many studies have shown that teachers’ sense of humor plays an essential role in EFL students’ learning process. Therefore, this study utilizing a mixed-method design was conducted to determine students’ perceptions of the impact of teachers’ humor (TH) on their learning. Data were collected through a questionnaire with a five-point Likert scale comprising twenty-one items and semi-structured interviews. The study involved 158 university students in the Mekong Delta of Vietnam. Quantitative data from the questionnaire were analyzed by using SPSS 20.0, and data from the interviews were analyzed according to themes. The survey results revealed that the students showed positive attitudes toward the effects of TH in EFL classrooms, especially reducing boredom (M=4.59), strengthening teacher-student rapport (M=4.53), decreasing sleepiness (M=4.47), promoting students’ cheerfulness (M=4.47), increasing students’ consciousness (M=4.46), and solving conflicts in classrooms (M=4.42). Additionally, non-majored students were appreciated for TH more than their counterparts. Moreover, students’ perceptions positively correlated with their gender. The interviews also showed that cultural factors affected the effectiveness of TH in EFL classes. EFL teachers are encouraged to use TH in their classes in order to foster its benefits. However, careful consideration should be taken before using TH in teaching different students with different learning styles or characteristics.
      PubDate: 2022-04-22
      DOI: 10.21580/vjv11i110779
      Issue No: Vol. 11, No. 1 (2022)
  • Academic House Style and Acknowledgement Writing: the Case of Two Ghanaian

    • Authors: Cecilia Agyeiwah Agyemang Owusu Debrah, Alberta Dansoah Nyarko Ansah
      Pages: 51 - 64
      Abstract: This descriptive study sought to examine the structural features of Thesis Acknowledgements (TA) from two disciplines in two Ghanaian Universities. Forty TAs were sampled from the fields of Chemistry and English.  Hyland’s (2004)   generic move structure was modified in analyzing the sampled TAs. The data was also examined on the basis of the two institutions’ academic style guides for conformity. The findings indicate that the structural features of TAs from the two fields differ.  It also revealed that out of the seven steps identified in the obligatory Elaborative Move, DoC writers generally use three steps, and DoE writers mostly use four steps. It is further revealed that while writers from the DoC mostly acknowledged contributors for their technical support, writers from DoE acknowledged their helpers for providing materials for the research. It was revealed that the data followed the institutional style guide.  The paper argues that though the contextual difference in the TAs from both fields is minimal, subtle variances and parallels still exist between the two fields. Therefore, it is suggested that these variations in linguistic forms that account for the discursive styles of the TAs should be further examined. Finally, additional analysis by corpus analytic tools applied to large data from the research context could complement this study.
      PubDate: 2022-08-10
      DOI: 10.21580/vjv11i211658
      Issue No: Vol. 11, No. 1 (2022)
  • Iranian EFL and Malaysian ESL University Students’ Use of Language
           Learning Strategies

    • Authors: Sara Kashefian-Naeeini, Nooreiny Maarof
      Pages: 65 - 78
      Abstract: In recent years, more active roles have been allocated to language learners. Empowering students can help them function more autonomously and their ability to make appropriate use of language learner strategies (LLSs) predisposes them to achieve their academic goals. The participants of the present study were male and female undergraduate university students from two different countries. A multivariate analysis of variance was conducted to compare the use of the six strategy categories of memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies together with direct strategies, indirect strategies and overall use of language learning strategies among Iranian EFL and Malaysian ESL university students. It was illuminated that social context influenced selected students’ use of social strategies. Classroom observations helped the researchers to find out about frequency of use of language learning strategies. Metacognitive and cognitive strategies were the most used in-class strategies among Iranian and Malaysian university students, respectively.  It is suggested that instructors provide a wide range of language learning strategies to satisfy the needs of learners with different needs and expectations.
      PubDate: 2022-08-16
      DOI: 10.21580/vjv11i211836
      Issue No: Vol. 11, No. 1 (2022)
  • Accounting for Iranian EFL Teachers' Burnout: Educational Beliefs and
           Teacher Self-Disclosure in Focus

    • Authors: Mohammad Ali Ayatollahi, Ali Reza Nemati, Al Tiyb Suliman Al Khaiyali
      Pages: 79 - 92
      Abstract: Teaching is considered a high-risk profession for those suffering from burnout syndrome. Burnout syndrome affects the person who suffers from it and everyone around them, e.g., family, friends, co-workers, students, and parents. The main purpose of this study was to investigate any probable relationship between Iranian EFL teachers’ educational belief and their tendency to self-disclose with their likelihood of suffering from burnout. The research instruments were The Teacher Self-Disclosure Scale (Cayanus & Martin, 2008), Maslach Burnout Inventory (MBI-ES) (Maslach, C., & Schaufeli, 1993), and the Teachers' Educational Belief Questionnaire. The participants were 98 EFL teachers selected from 25 private language schools in Shiraz, Iran. Descriptive statistics, Cronbach Alpha coefficients, and Person Product-Moment Correlation Coefficient were used to answer this research question. Analyzing the data collected through the questionnaires indicated a positive correlation between some dimensions of teacher burnout and teachers’ constructive or traditional beliefs. Thus, ‘lack of personal achievement’ and ‘constructive beliefs’, ‘emotional exhaustion’ and ‘depersonalization’, and teachers’ traditional beliefs were positively correlated. On the contrary, a negative correlation was identified between ‘lack of personal achievement’ and teachers’ traditional beliefs. Likewise, ‘emotional exhaustion’ and ‘depersonalization’ on the burnout scale were correlated with teachers’ constructive beliefs.  However, no significant correlation was observed between teachers’ neutral beliefs and any dimensions of the burnout scale. Moreover, teacher self-disclosure quantity and negativity were correlated with ‘emotional exhaustion’ and ‘depersonalization’ on the burnout scale.
      PubDate: 2022-04-03
      DOI: 10.21580/vjv11i212205
      Issue No: Vol. 11, No. 1 (2022)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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