Language, Identity and the Digital Realm

Language, Identity and the Digital Realm

Language, Identity and the Digital Realm

Journal Archive

The Journal of Language, Identity and the Digital Realm (LIDR) is a peer-reviewed academic journal that explores the evolving intersection between language, identity, and the digital world. As digital technologies continue to shape how we communicate, form identities, and interact with culture, this journal provides a scholarly platform for examining the impact of the digital realm on language practices and cultural dynamics.

The journal's rank is B (ب) based on the latest evaluation (1404-2025) by the Ministry of Science, Research, and Technology.  

Journal Title

 Language, Identity and the Digital Realm (LIDR)

E-ISSN

 3115-7335

Frequency

 Quarterly

Editor-in-Chief

Seyyed Ayatollah Razmjoo

Language 

 English Fulltexts and Abstracts

Plagiarism Checker

 iThenticate

Peer Review Policy

 Double-blind

Article Processing Charges

 No APC (Free)

Average Review Time

 1-4 Months

Acceptance Rate

 30%

Owner & Publisher

 Zand Institute of Higher Education

In Collaboration With

 Teaching English Language and Literature Society of Iran (TELLSI)

 

Current Issue: Volume 2, Issue 3, Summer 2026, Pages 1-125 

Keywords Cloud

  • EFL learners
  • Reading Comprehension
  • Motivation
  • Cultural identity
  • creativity
  • English language teaching
  • Iranian EFL teachers
  • EFL teachers
  • Media Literacy
  • Language institutes
  • Covert challenges
  • translation
  • TEFL teachers
  • Unnaturalness
  • Strategy Development
  • Language Attitudes
  • Higher Education
  • writing
  • Afghan EFL learners
  • Privacy
  • Writing Anxiety
  • Appraisal
  • overlay visualization
  • Personalized Learning
  • Massively Multiplayer Online Role-Playing Games
  • Strategies
  • Task Complexity
  • Intercultural competence
  • High-risk behaviors
  • multiple intelligences
  • EFL learner
  • Achievement
  • fatigue
  • ChatGPT
  • Teacher questioning techniques
  • community of practice
  • non-TEFL teachers
  • Rasch model
  • textbook evaluation
  • digital technology
  • Inter/Meta-cultural Competence
  • L2 Learning
  • metaphor
  • digital competency
  • PRISMA
  • online learning
  • Teacher factors
  • Bilingual Learners
  • L2 Teachers
  • digital literacy
  • World of Warcraft
  • pre-service teachers
  • Phonological Processes
  • Digital Revolution
  • emotion
  • Learner attitudes
  • Language proficiency
  • Move
  • Oral Production
  • Engineering Students
  • High school teachers
  • Literacy Interest, Parents&rsquo
  • Iran
  • artificial intelligence
  • perceptions
  • IELTS Test
  • Instagram, ELT, Pedagogy, Edu-Influencers, Learning outcome, Systematic Review, Social media
  • COVID 19
  • Systematic review
  • emergency remote teaching (ERT)
  • overt challenges
  • Phenomenology
  • Attitudinal marker
  • Cultural Conceptualizations (CC)
  • Pedagogical translanguaging
  • emotional intelligence
  • Psychometric Validation
  • Filtering
  • Perfectionistic tendencies
  • emojis
  • Flow
  • EFL Students’ Attitude
  • Task-Based Language Teaching (TBLT)
  • Speaking Assessment Literacy
  • English Learners&rsquo
  • EFL Students
  • IELTS Learners
  • Hybrid model
  • Language ideology
  • Critical Reading of Media and Press Texts
  • Keyword co-occurrence
  • Didactic subtitling
  • Internet and digital apps
  • Netnography
  • Pre-intermediate English learners
  • WhatsApp messaging
  • Fiction blurbs
  • professional development
  • Cultural Representation
  • teacher motivation
  • personality traits
  • Learners’ achievement
  • Virtual instruction
  • Lexical achievement
  • online evaluation
  • Perfectionism
  • ICC
  • Instagram
  • bilingual presentation
  • accuracy
  • English Language Proficiency
  • Big Five Inventory
  • WE
  • Knowledge
  • Assessment Literacy, COVID-19, EFL Teachers, Formative Assessment, Summative Assessment
  • teacher professional development
  • Rapport management
  • Trilingual Learners
  • Paper-reading
  • e-learning
  • EFL Teachers&rsquo
  • English Language Identity Formation
  • Speaking Skill
  • Empowering students
  • Stress
  • reverse subtitling
  • Assessment Needs
  • Phrasal Verbs
  • standard subtitling
  • Digital identity development
  • Vocabulary Strategy Use
  • Iranian schools
  • Information Gap Activities
  • IELTS Teachers
  • Identity
  • Data Protection
  • Lower-order versus Higher-order questions
  • Pronunciation
  • Technology Addiction
  • Attribution
  • EFL Writing
  • Iranian EFL Learners
  • language learning
  • Assessment Challenges
  • Screen-reading
  • Grammatical achievement
  • Practices
  • Vocabulary Gain
  • Job Satisfaction
  • Mattering
  • Listening Skill
  • Evolve One
  • Teacher engagement
  • Corpus linguistics
  • Functions
  • co-citation of references
  • conceptions
  • English as an International Language (EIL)
  • English proficiency
  • Learning Analytics
  • Cultural Affiliation
  • Digital pedagogical content knowledge
  • Emotional self-regulation
  • mindset
  • Cultural Linguistics (CL)
  • ESP vocabulary learning
  • Online Communities
  • Global Citizenship
  • English Language Learners (ELLs)
  • Cunningworths\' developed model (2012)
  • Reading Beliefs, Child Literacy
  • frame analysis
  • Complexity
  • assessment literacy
  • Cross-cultural conceptualization
  • ELT textbooks
  • Game-based learning
  • CF
  • Fluency
  • Depression
  • Blended Instruction
  • language teacher identity
  • Identity Negotiation
  • Dictogloss

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