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