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