Current Issue

Volume 5 - Issue 1 - 2021

About this Journal

JESLA is the Journal of the European Second Language Association (EuroSLA). It publishes high-quality, peer-reviewed open-access articles in the field of second language research. Its aim is to maintain a uniquely transdisciplinary approach to promoting the understanding of second language learning and use, and stimulating the debate on the bilingual and multilingual individual and society. JESLA publishes one continuous issue per year, comprising the best research from the EuroSLA community.

Each year one submission is awarded the JESLA Best Article Prize, based on peer review ratings of its originality and contribution to the field.

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Impact of COVID-19 on peer review process

As a result of the significant disruption that is being caused by the COVID-19 pandemic, we understand that many authors and peer reviewers are having to make adjustments to their professional and personal lives. As a result, this may lead to some delays in the peer review process.

Please contact the editor, Sarah Liszka, if you need extra time.

If you are interested in publishing in JESLA, view our Author Guidelines and submit now or contact us for more information.

Posted on 25 Nov 2020

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Current Issue

Volume 5 - Issue 1 - 2021

About this Journal

Impact of COVID-19 on peer review process

Language neutrality of the LLAMA test explored: The case of agglutinative languages and multiple writing systems

The (mis-)use of the English definite article in relation to the ‘of-phrase’ construction by speakers of Jordanian-Arabic and Cypriot-Greek

Developmental stages challenging cross-linguistic transfer: L2 acquisition of Norwegian adjectival agreement in attributive and predicative contexts

Productive collocation knowledge and advanced CEFR-levels in Swedish as a second language: A conceptual replication of Forsberg Lundell, Lindqvist & Edmonds (2018)

Examining the LLAMA aptitude tests.

The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation

Incorrect inferences and contextual word learning in English as a second language

Foreign language learning in the third age: A pilot feasibility study on cognitive, socio-affective and linguistic drivers and benefits in relation to previous bilingualism of the learner

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