About the Journal

The International Journal of Language Studies (ISSN ; 3078 - 2244) is a prestigious peer-reviewed journal committed to the advancement and dissemination of cutting-edge research in the multifaceted field of language studies. We strive to be a leading platform for the exploration and discussion of linguistic phenomena and their applications in various contexts.

Scope and Focus:

  1. Linguistics: We publish articles that delve into the theoretical and applied aspects of linguistics, covering syntax, semantics, phonology, morphology, and pragmatics. Our aim is to highlight novel theoretical perspectives and empirical findings that push the boundaries of our understanding of language structure and function.
  2. Language Acquisition: Research on both first and second language acquisition is a core focus. We welcome studies that examine the cognitive, social, and educational processes involved in language learning, including the development of language skills in different age groups and contexts.
  3. Language Teaching: We are dedicated to advancing methodologies and practices in language teaching and pedagogy. Submissions that offer insights into innovative teaching strategies, curriculum design, and the use of technology in language education are highly encouraged.
  4. Sociolinguistics: Articles exploring the relationship between language and society, including language variation, language change, language policy, and multilingualism, are central to our journal. We aim to provide a platform for research that addresses the social dimensions of language use and its impact on communities.
  5. Applied Linguistics: We publish research that applies linguistic theory to practical problems and real-world issues. This includes studies on language assessment, language in professional contexts, and language intervention strategies.

Goals and Objectives:

  • Fostering Scholarly Dialogue: IJLS seeks to create a forum for researchers, educators, and practitioners to engage in meaningful discussions and exchanges about contemporary issues and advancements in language studies.
  • Promoting Global Understanding: By providing access to high-quality, peer-reviewed research, we aim to contribute to a deeper global understanding of language phenomena and their implications for communication, culture, and education.
  • Supporting Innovation: We are committed to showcasing innovative research and methodologies that challenge existing paradigms and offer new perspectives on language-related issues.

Our editorial team, composed of leading experts in the field, ensures that every submission undergoes a rigorous peer-review process to maintain the highest standards of academic excellence. We are dedicated to making valuable research accessible to a global audience and advancing the field of language studies.

Current Issue

Vol. 2 No. 4 (2025): AI-Driven Personalization & "Cyborg" Pedagogy

Building on the thematic foundation of the International Journal of Language Studies (IJLS), this issue, titled The Hybrid Frontier: AI-Driven Personalization and "Cyborg" Pedagogy, investigates the transformative integration of artificial intelligence within the linguistic landscape. This volume explores how the synthesis of human intuition and algorithmic precision is redefining the boundaries of the "classroom." Key themes include the development of adaptive learning ecosystems that respond to individual learner neurodiversity, the ethical implications of AI-mediated communication, and the shift toward augmented teaching roles where educators function as "co-pilots" alongside generative tools. Through a lens of digital equity and cognitive science, the contributors analyze how "cyborg" pedagogy can enhance linguistic agency while addressing the challenges of data privacy and algorithmic bias. By bridging technical innovation with sociocultural theory, this issue provides a critical roadmap for navigating the future of language acquisition in an increasingly automated world.

Published: 2025-12-25

Articles

  • Exploring the Role of Self-Directed Learning in the Development of Lifelong Learning Competences among English Studies Students

    Uyen Tran Ho Phuong (Author)
    1-14
    DOI: https://doi.org/10.60087/ijls.v2.n4.001
  • Motivational Strategies for Reducing Oral Presentation Anxiety among EFL University Students: A Mixed-Methods Study

    My Truong Thi Trieu (Author)
    15-23
    DOI: https://doi.org/10.60087/ijls.v2.n4.002
  • Exploring app-based autonomous English vocabulary learning: strategies, motivation and challenges among Vietnamese learners

    Thuong Bui Thi Mong (Author)
    24-31
    DOI: https://doi.org/10.60087/ijls.v2.n4.003
  • Reconceptualizing Dictation-Based Listening for Young EFL Learners: A Cognitive–Phonological Perspective

    Kim Anh Huynh Thi (Author)
    32-41
    DOI: https://doi.org/10.60087/ijls.v2.n4.004
  • An acoustic analysis of English-majored students’ errors in pronouncing plural nouns and third-person singular simple-present verbs: A case study

    Phuong Nhi Le, Minh Thanh To (Author)
    42-53
    DOI: https://doi.org/10.60087/ijls.v2.n4.005
  • A CONTRASTIVE STUDY OF THEMATIC PROGRESSION IN ACADEMIC ESSAYS WRITTEN BY ENGLISH MAJORS AND IELTS CANDIDATES

    Nguyen Thi Trung (Author)
    54-60
    DOI: https://doi.org/10.60087/ijls.v2.n4.006
  • Listening Anxiety as a Disruption of Real-Time Processing in EFL Learning

    Huynh Thi Kim Anh (Author)
    61-69
    DOI: https://doi.org/10.60087/ijls.v2.n4.007
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