Tarling

Aims & Scope

Tarling: Journal of Language Educationfocuses on the development and dissemination of scholarly studies in the fields of language education and literature. The journal provides an academic platform for researchers, lecturers, teachers, and practitioners to contribute theoretical perspectives and research-based studies related to language learning, linguistic inquiry, and literary studies. Tarling welcomes interdisciplinary approaches that explore the relationship between language, literature, culture, and education in diverse educational contexts. The journal particularly publishes empirical research, conceptual papers, and critical reviews that address current issues, pedagogical innovations, and theoretical developments in language and literature studies,especially in the areas of English Language Education and Arabic Language Education. Through these contributions, the journal aims to enrich academic discourse and promote the advancement of language teaching, linguistic analysis, and literary scholarship. Studies on language teaching and learning, curriculum development, language pedagogy, language assessment, and innovations in language education across various educational contexts. Research focusing on the teaching and learning of English as a foreign or second language (EFL/ESL), including English language pedagogy, curriculum development, instructional design, technology integration in English teaching, English language assessment, and professional development of English teachers. Studies related to the teaching and learning of Arabic as a foreign or second language, including Arabic pedagogy, curriculum development, instructional strategies, assessment in Arabic language learning, integration of Islamic and cultural contexts in Arabic education, and innovations in Arabic language instruction. Analytical studies related to language and literature from linguistic, stylistic, discourse, or cultural perspectives.

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Source: OpenAlex · Each year’s green bar = citations earned by that year’s papers, counted to date — so recent years look lower simply because their papers haven’t had time to be cited yet.

Subject Classification