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