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 2, Spring 2026, Pages 1-83 

Keywords Cloud

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

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