As a result of the significant disruption that is being caused by the COVID-19 pandemic we are very aware that many researchers will have difficulty in meeting the timelines associated with our peer review process during normal times.  Please do let us know if you need additional time. Our systems will continue to remind you of the original timelines but we intend to be highly flexible at this time.

For this special issue, we are seeking papers that explore second language teachers’ and learners’ beliefs, practices, and experiences with regard to various types of assessment and feedback during the COVID-19.

This special issue aims to contribute new insights on how to leverage motivational theories to optimize online learning based on experiences gained from the COVID-19 pandemic. While the primary focus of this special issue is to provide empirical evidence for studies related to motivational theories regarding online learning, high quality critical and theoretical submissions will also be welcomed.

Although the significance of school principals’ emotions and emotional capabilities in various aspects of education has been recognized, research on principals has placed continuous emphasis on rationality, but has been underplaying the emotive aspect for quite a long time. We aim to launch a special issue on principal emotions and emotional capabilities to draw the attention of education scholars, policy makers, and practitioners to the significance of this topic.