Applied Linguistics Inquiry

Applied Linguistics Inquiry

 

Applied Linguistics Inquiry (ALI) is an international, double-blind peer-reviewed, open access journal dedicated to the advancement of scholarly discussion on current and emergent issues in the field of applied linguistics. We are committed to the global dissemination of high-quality, impactful research and provide a platform for rigorous inquiry into the complexities of language in use. The journal is intended for academics, researchers, and practitioners, including educators, curriculum developers, language professionals, and policymakers.

 

Applied Linguistics Inquiry has no Article Processing Charges (APCs) or submission fees. This journal is a Diamond Open Access and is free for authors to publish and free for all readers to access. All content is freely available without charge, and no user registration is required to read, download, or share content. Authors who publish with Applied Linguistics Inquiry retain full copyright and all publishing rights to their work without restrictions. All articles published in Applied Linguistics Inquiry are licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. For more information, please visit Author Policies page. Applied Linguistics Inquiry adheres to the Core Practices of the Committee on Publication Ethics (COPE). For more information, please visit Publication Ethics page.

 

 

General Information About the Journal of Applied Linguistics Inquiry

 

Journal Title Applied Linguistics Inquiry (ALI)
P-ISSN 2821-0441
E-ISSN 3115-7998
Frequency Biannually
Publication Schedule March & September
Director-in-Charge Hossein Navidinia, Associate Professor
Editor-in-Chief Mansoor Tavakoli, Professor
Language  American/British English for Fulltexts and Abstracts
General Inquries ali.birjand.ac@gmail.com
Publication/Authors Inquiries ali@birjand.ac.ir 
Plagiarism Checker iThenticate/TurnitIn
AI Checker QuillBot/TunritIn
Peer Review Policy Double-blind Peer Review
Article Processing Charges No APC (Free)
License Terms Creative Common CC-BY 4.0
Ethical Policies & Framework Based on COPE
Owner & Publisher University of Birjand, Iran.
In Collaboration With Linguistics Society of Iran

 

 

Metrics of the Journal of Applied Linguistics Inquiry

 

Average Time to First Action 7 days
Average Time to First Reviewer Assignment 30 days
Average Review Time 60-100 days
Average Time to First Decision 110 days
Average Time to Publish After First Decision 120 days
Accept Rate 29 %

 

Current Issue: Volume 4, Issue 1, March 2026, Pages 1-222 

Keywords Cloud

  • EFL teachers
  • EFL learners
  • Iranian EFL learners
  • Academic Writing
  • teacher education
  • Motivation
  • Job Satisfaction
  • income
  • Request strategies
  • Artificial intelligence
  • language proficiency
  • Critical Thinking
  • Task Repetition
  • AI Psychological Flow
  • English
  • Productive Vocabulary
  • Communicative Competence
  • Burnout
  • Vocabulary learning
  • Critical Pedagogy
  • Teacher burnout
  • language teaching
  • Textbook evaluation
  • autoethnography
  • Foreign language enjoyment
  • Flipped learning
  • translation
  • Teacher cognition
  • Online teaching
  • self-efficacy
  • EFL
  • ChatGPT
  • systematic review
  • structural equation modeling
  • Stroke
  • dubbing
  • interactive metadiscourse markers
  • politeness strategies
  • audiovisual translation
  • Memory retention
  • news values
  • Critical incidents
  • engagement
  • Discourse markers
  • Vision 2
  • Bibliometric review
  • WhatsApp
  • Resilience
  • Mixed Methods Study
  • L2 achievement
  • Language Studies
  • Energy
  • MA thesis
  • code-focused
  • Instructors\' Perspectives
  • Involvement
  • Disfluency
  • foreign and domestic productions
  • friendship
  • Storytelling
  • teacher efficacy
  • Zone of Proximal Development
  • PHOTO model
  • Assessment Tools
  • Simpson’s framework
  • intercultural negotiation
  • Socio-emotional factors
  • Task enjoyment
  • AI acceptance
  • private speech
  • response accuracy
  • Argumentative writing
  • pragmatics
  • Indirect Complaint
  • Occupational Stressors
  • Neuroimage
  • Plagiarism
  • recast
  • Academic emotions
  • English for Specific Purposes (ESP)
  • Teacher Adaptability
  • work
  • films
  • doctoral studies
  • language learning strategies
  • feedback-seeking behavior
  • imagination
  • professional factors
  • Iranian EFL Teachers
  • motivations
  • Instructional Strategies
  • Grounded theory
  • language of news
  • Immunity
  • language teachers
  • writing metacognitive knowledge
  • corpus stylistics
  • Cognitive Engagement
  • blended learning
  • Collectivist culture
  • (Post)Digital Revolution
  • home
  • COVID-19 Pandemic
  • CAF analysis
  • Predictors of grit
  • technology-mediated writing
  • visitor engagement
  • Fuzzy Delphi method
  • Rasch Model Validation
  • Educational reform
  • computer-assisted language learning
  • Teaching Technology
  • California Critical Thinking Skills Test (CCTST). Critical thinking dispositional features
  • native and non-native English newspapers
  • Teaching experience
  • emotion regulation
  • Course Evaluation
  • Preschoolers
  • Choice
  • AI-assisted L2 Learning Attitude
  • EFL teaching
  • meaning-focused
  • communication context
  • English Language Students
  • Joy
  • working conditions
  • Mobile-Assisted Language Learning (MALL)
  • opinion articles
  • Adaptive Thinking
  • ELT textbooks
  • mobile-assisted language learning
  • Reliability
  • IC Themes
  • narrative stance
  • Twenty-first-century literacy
  • Teaching motivation
  • emotional exhaustion
  • Major Kaduna Nzeogwu
  • Computerized Dynamic Assessment (CDA)
  • Ideology
  • oral performance
  • transnational identity
  • Cultural content
  • digital teaching
  • Teacher Shortage
  • genre analysis
  • EFL vocabulary learning
  • Student-created flashcards
  • AI Cognitive-emotion Regulation
  • viewing habits and preferences
  • willingness to communicate
  • interactional moves
  • Learners\' Needs
  • Mediation
  • Deductive teaching
  • EAP courses
  • Coup Speech
  • Iranian English speakers
  • Writing
  • Language Institutes
  • achievement goal approach
  • L2 learning
  • English for academic purposes (EAP)
  • Vocabulary retention
  • Pronunciation
  • Narrative culture
  • Cultural Linguistics (CL)
  • Social Sustainability
  • EFL writing skill
  • Idiomatic expressions
  • pedagogical innovation
  • EFL writers
  • cognitive skills
  • Speech Act of Complaint
  • inclusive education
  • synthetic
  • vocabulary learning strategies
  • Task anxiety
  • Intersectionality
  • Apology strategies
  • cheating
  • Technological proficiency
  • emotion regulation (ER)
  • Mobile Assisted Language Learning
  • interactional metadiscourse markers
  • IELTS
  • NCI
  • content teachers
  • genre-based approach
  • pedagogical integration
  • Augmented Reality
  • Personalized Learning
  • suggestibility
  • ESP teachers
  • Science mapping
  • Vocabulary Size
  • professional development
  • Iranian high school students
  • modality
  • Ilingo application