VIDEO JOURNAL OF 2ND LANGUAGE LEARNING

About the Journal

Introduction

The Video Journal of 2nd Language Learning (VJSLL) is an academic publication focused on research, innovation, and contemporary practices in second-language learning and teaching. The journal provides a platform for scholarly work exploring how languages are learned, taught, practiced, and experienced across educational, social, and digital environments.

The journal welcomes research examining language acquisition, teaching methodologies, communication skills, multilingual education, digital learning environments, and the use of audiovisual resources in language education. Particular attention is given to the role of video, multimedia, and technology in supporting language comprehension, learner engagement, pronunciation, vocabulary development, and communicative competence.

Aims and Scope

VJSLL aims to encourage rigorous academic inquiry and the exchange of ideas among language educators, researchers, curriculum developers, and educational technology specialists.

Topics within the journal's intended scope may include:

Second-language acquisition and learning theories
Teaching English and other second or additional languages
Video-assisted and audiovisual language learning
Digital tools, online learning, and educational technologies
Speaking, listening, reading, writing, and pronunciation development
Vocabulary learning, grammar instruction, and communicative competence
Multilingualism, intercultural communication, and language education
Language assessment, learner motivation, and classroom practices
Teacher development, curriculum design, and innovative pedagogical approaches

Types of Contributions

Subject to the journal's submission guidelines, contributions may include original research articles, review papers, theoretical studies, case studies, classroom-based investigations, and research on innovative language-learning practices.

Editorial Quality and Peer Review

The journal seeks to promote scholarly quality, research integrity, clarity of presentation, and relevance to language education. Manuscripts should be assessed in accordance with the journal's formally adopted editorial and peer-review policies. Submission does not guarantee acceptance or publication.

Intended Readership

The journal is intended for language teachers, applied linguists, education researchers, university faculty, postgraduate students, curriculum designers, and professionals interested in second-language learning and technology-enhanced language education.

Published by Student Consultancy Home

Advancing Research in Language Learning and Education

LANGUAGE • LEARNING • RESEARCH

Video provides learners with multimodal input by combining spoken language, visual information, gestures, contextual cues, and, where applicable, captions or subtitles. Research has demonstrated interest in video for areas such as vocabulary acquisition, comprehension, grammar learning, listening, learner engagement, and out-of-class language exposure.

The journal seeks to advance evidence-based understanding of how video can be designed, selected, delivered, and integrated into language-learning environments. It welcomes empirical, theoretical, methodological, technological, and classroom-based research involving learners of English and other second or foreign languages.

Scope

The Video Journal of 2nd Language Learning welcomes original research articles, systematic reviews, theoretical studies, methodological papers, case studies, and technology-focused research covering areas including:

Video-Assisted Language Learning: use of video as a resource for second- and foreign-language instruction.
Audiovisual Input: effects of video, television, films, documentaries, animations, and other audiovisual materials on L2 learning.
Vocabulary Learning: incidental and intentional vocabulary acquisition through video and audiovisual exposure.
Grammar Learning: development of grammatical knowledge through video-based instruction and multimodal input.
Listening Comprehension: video-based approaches to listening development, comprehension, and processing.
Speaking and Pronunciation: video-mediated speaking practice, pronunciation development, oral fluency, and communicative competence.
Reading and Literacy: integration of video with reading, multimodal literacy, and language-literacy development.
Captions and Subtitles: L1 subtitles, L2 captions, bilingual subtitles, enhanced captions, and their effects on language learning. Research has found particular interest in captioned video for comprehension and vocabulary acquisition.
Multimodal Learning: interaction between linguistic, visual, auditory, and contextual information in L2 learning.
Video-Based Assessment: assessment of language proficiency through video-based tasks and digital assessment tools.
Interactive Video: interactive video lessons, embedded questions, learner-controlled viewing, and adaptive video learning.
Video Creation and Production: student-generated videos, video projects, digital storytelling, and their effects on language development.
Digital and Online Language Learning: YouTube, streaming platforms, learning-management systems, mobile video, and other online environments.
Artificial Intelligence and Video Learning: AI-supported video generation, automated captioning, speech recognition, adaptive learning, and intelligent language-learning systems.
Out-of-Class Language Learning: informal and extracurricular exposure to foreign-language videos, films, television, and online audiovisual content. Recent longitudinal research has examined learners' engagement with audiovisual materials outside the classroom.
Learner Engagement and Motivation: enjoyment, attention, motivation, autonomy, attitudes, and engagement with video-based language learning.
Individual Differences: proficiency level, age, prior knowledge, cognitive factors, learning strategies, and other learner variables affecting video-based learning.
Video and Intercultural Learning: cultural awareness, intercultural competence, cultural representation, and learning through authentic audiovisual materials.
Teacher Education: teacher training and professional development for effective use of video and digital media in language teaching.
Instructional Design: principles for selecting, sequencing, adapting, and designing video materials for different proficiency levels.
Corpus and Linguistic Analysis of Video: analysis of spoken language, vocabulary, discourse, pronunciation, and linguistic complexity in audiovisual materials.
Video Difficulty and Accessibility: linguistic complexity, speech rate, visual demands, captions, accessibility, and learner perceptions of video difficulty.
Repeated Viewing: effects of repeated exposure, viewing frequency, attention, and retention in L2 learning.
Virtual and Mobile Learning: smartphone video learning, virtual classrooms, mobile-assisted language learning, and ubiquitous learning.
Second/Foreign Languages: English, Arabic, Chinese, French, German, Japanese, Korean, Spanish, Urdu, and other languages studied as second or foreign languages.
Emerging Technologies: virtual reality, augmented reality, 360-degree video, immersive learning, learning analytics, and other emerging technologies relevant to video-based language education.