WHERE TO PUBLISH?

Journal of Second Language Writing

• Country: United Kingdom
• Publisher: Elsevier Ltd.
• Quartiles: Q1
• Impact factor: 3.324
• Scope: The Journal of Second Language Writing is devoted to publishing theoretically grounded reports of research and discussions of central issues in second and foreign language writing and writing instruction. Some areas of interest are personal characteristics and attitudes of L2 writers, L2 writers composing processes, features of L2 writers texts, readers responses to L2 writing, assessment/evaluation of L2 writing, contexts (cultural, social, political, institutional) for L2 writing, and any other topic clearly relevant to L2 writing and/or writing instruction.
• Website: https://www.journals.elsevier.com/journal-of-second-language-writing/

Learning and Instruction

• Country: United Kingdom
• Publisher: Elsevier Ltd.
• Quartiles: Q1
• Impact factor: 3.967
• Scope: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction.
• Website: https://www.journals.elsevier.com/learning-and-instruction/

The Internet and Higher Education

• Country: United Kingdom
• Publisher: Elsevier Ltd.
• Quartiles: Q1
• Impact factor: 5.847
• Scope: The Internet and Higher Education, a is quarterly journal devoted to addressing contemporary issues and future developments related to online learning, teaching, and administration on the Internet in post-secondary settings. It is a peer-reviewed journal intended to be a vehicle for scholarly presentation and dissemination of contributions, theoretical and applied, significantly addressing innovative deployments of Internet technology in instruction and reporting on research to demonstrate the effects of the Internet and information technology (IT) on instruction in various contexts in higher education. The journal is international and interdisciplinary, inviting contributions from across the globe and from various academic disciplines.
• Website: https://www.journals.elsevier.com/the-internet-and-higher-education/

Research Synthesis Methods

• Country: United Kingdom
• Publisher: John Wiley and Sons Ltd
• Quartiles: Q1
• Impact factor: 3.218
• Scope: Research Synthesis Methods is a multidisciplinary peer reviewed journal devoted to the development and dissemination of methods for designing, conducting, analyzing, interpreting, reporting, and applying systematic research synthesis. It aims to facilitate the creation and exchange of knowledge about research synthesis methods that is of general interest or utility for the many fields and disciplines in which research synthesis is undertaken or used. Research synthesis is common in the health and social sciences and many of the methods explored in this journal will apply directly to these disciplines and to their practitioners. The journals aim is to cross-fertilize these fields as well as others so as to enrich the methods of research synthesis in all scientific disciplines.
• Website: https://onlinelibrary.wiley.com/journal/17592887

Studies in Science Education

• Country: United Kingdom
• Publisher: Taylor and Francis Inc.
• Quartiles: Q1
• Impact factor: 3.455
• Scope: The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers.
• Website: https://www.tandfonline.com/toc/rsse20/current

Scientific data

• Country: United Kingdom
• Publisher: Nature Publishing Group
• Quartiles: Q1
• Impact factor: 5.305
• Scope: Scientific Data is a peer-reviewed, open-access journal for descriptions of scientifically valuable datasets, and research that advances the sharing and reuse of scientific data. We aim to promote wider data sharing and reuse, and to credit those that share.
• Scientific Data is open to submissions from a broad range of natural science disciplines, including, but not limited to, data from the life, biomedical and environmental science communities. Submissions may describe big or small data, from new experiments or value-added aggregations of existing data, from major consortiums and single labs. We are also willing to consider descriptions of quantitative datasets from the social sciences, particularly those that may be of use for integrative analyses that stretch across the traditional discipline boundaries between the life, biomedical, environmental and social sciences.
• Website: https://www.nature.com/sdata/

Educational Research Review

• Country: Netherlands
• Publisher: Elsevier BV
• Quartiles: Q1
• Impact factor: 4.973
• Scope: Educational Research Review is an international journal addressed to researchers and various agencies interested in the review of studies and theoretical papers in education at any level. The journal accepts high quality articles that are solving educational research problems by using a review approach. This may include thematic or methodological reviews, or meta-analyses. The journal does not limit its scope to any age range. The journal invites articles on the broad range of settings in which people learn and are educated (school settings, corporate training, formal or informal settings, etc.). Empirical studies or theoretical contributions that do not include a critical review analysis are not accepted.
• Website: https://www.elsevier.com/journals/educational-research-review/1747-938X#description

ReCALL

• Country: United Kingdom
• Publisher: Cambridge University Press
• Quartiles: Q1
• Impact factor: 2.206
• Scope: ReCALL is the journal of the European Association for Computer Assisted Language Learning (EUROCALL). It seeks to fulfil the stated aims of EUROCALL as a whole, and more particularly to promote the use of foreign languages within Europe and beyond, providing an international focus for the promulgation of innovative research in the area of computer-assisted language learning and technology-enhanced language learning in education and training. The journal publishes research articles that report on empirical studies (quantitative or qualitative); provide rigorous meta-analyses or other syntheses or surveys; or contribute to theoretical, epistemological or methodological debates. Typical subjects for submissions include foreign or second language learning and development in technology-rich learning environments; theoretical debate and practical applications at developmental stage; evaluative studies of the potential of technological advances in the delivery of language learning materials and enactment of language learning activities; and discussions of policy and strategy at institutional and discipline levels.
• Website: https://www.cambridge.org/core/journals/recall

Metacognition and Learning

• Country: Germany
• Publisher: Springer Verlag
• Quartiles: Q1
• Impact factor: 3.706
• Scope: The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Moreover, both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher role in metacognition training.
• Website: https://www.springer.com/education+&+language/learning+&+instruction/journal/11409

Computers & Education

• Country: United Kingdom
• Publisher: Elsevier Ltd.
• Quartiles: Q1
• Impact factor: 4.538
• Scope: Computing and communication technology continue to make an ever-increasing impact on all aspects of cognition, education and training, from primary to tertiary and in the growing open and distance learning environment. The journal is an established technically-based, interdisciplinary forum for communication in the use of all forms of computing in this socially and technologically significant area of application and will continue to publish definitive contributions to serve as a reference standard against which the current state-of-the-art can be assessed.
• Website: https://www.journals.elsevier.com/computers-and-education/

Learning, Media and Technology

• Country: United Kingdom
• Publisher: Taylor & Francis
• Quartiles: Q1
• Impact factor: 2.035
• Scope: Learning, Media and Technology is an international, peer-reviewed journal that aims to stimulate debate on the interaction of innovations in educational theory, practices, media and educational technologies. Media and technologies are interpreted in the broadest sense, to encompass digital broadcasting, the internet and online resources, and other new and emerging formats, as well as the traditional media of print, broadcast television and radio.
• Website: https://www.tandfonline.com/loi/cjem20