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 2, September 2026 

Exploring Generational Differences in Teachers’ Beliefs about Action Research

10.22077/ali.2026.10219.1210

Vahid Rahmani Doqaruni, Ali Mavaddat Kakhki, Sajjad Zahedi Moghaddam, Mehrane Senobari Shahri

Keywords Cloud

  • EFL teachers
  • EFL learners
  • Iranian EFL learners
  • Academic Writing
  • Job Satisfaction
  • Motivation
  • teacher education
  • willingness to communicate
  • language proficiency
  • Critical Thinking
  • Teacher burnout
  • Stroke
  • structural equation modeling
  • EFL
  • TPACK
  • AI Psychological Flow
  • self-efficacy
  • Foreign language enjoyment
  • dubbing
  • Vocabulary learning
  • income
  • Artificial intelligence
  • English
  • Teacher cognition
  • autoethnography
  • Online teaching
  • Communicative Competence
  • systematic review
  • Productive Vocabulary
  • Flipped learning
  • translation
  • ChatGPT
  • Textbook evaluation
  • Critical Pedagogy
  • language teaching
  • Task Repetition
  • Request strategies
  • Burnout
  • Teaching Technology
  • Fuzzy Delphi method
  • interactive metadiscourse markers
  • WhatsApp
  • Resilience
  • Memory retention
  • pragmatics
  • PHOTO model
  • L2 achievement
  • news values
  • Instructional Strategies
  • response accuracy
  • pedagogical integration
  • content teachers
  • Immunity
  • language teachers
  • Cognitive Engagement
  • Collectivist culture
  • Language Studies
  • Predictors of grit
  • TV series
  • Educational reform
  • Noticing
  • Big five personality
  • Task enjoyment
  • imagination
  • inclusive education
  • films
  • Occupational Stressors
  • Discourse markers
  • Computerized Dynamic Assessment (CDA)
  • Speech Act of Complaint
  • second language acquisition
  • English for Specific Purposes (ESP)
  • Cultural Linguistics (CL)
  • opinion articles
  • COVID-19 Pandemic
  • Mixed Methods Study
  • Teaching motivation
  • Mediation
  • emotional exhaustion
  • adaptability
  • IC Themes
  • EFL writing skill
  • Needs Analysis
  • Iranian English speakers
  • Writing
  • Language Institutes
  • Teacher Adaptability
  • Narrative culture
  • Interpersonal model of metadiscourse
  • Attentional literacy model
  • Interactional metadiscourse marker
  • EFL writers
  • happiness at work
  • synthetic
  • analysis
  • Apology strategies
  • Iranian EFL Teachers
  • Technological proficiency
  • emotion regulation (ER)
  • Grounded theory
  • Mobile Assisted Language Learning
  • language of news
  • Student-created flashcards
  • genre-based approach
  • genre analysis
  • Personalized Learning
  • professional development
  • modality
  • interactional metadiscourse markers
  • Textbook analysis
  • police
  • IC Response Strategies
  • mobile-assisted language learning
  • Metadiscourse marker
  • translator ethics
  • professional identity
  • fluency-accuracy trade-off
  • Cultural Conceptualization (CC)
  • Assessment Tools
  • Receptive vocabulary
  • Acquisition
  • JCPOA (literally in Persian
  • Explicit pragmatic instruction
  • self-compassion
  • Teacher Shortage
  • Material Development
  • transnational identity
  • Critical stylistic
  • Commitment to teaching
  • professional status
  • English for academic purposes (EAP)
  • Task Complexity
  • pedagogical innovation
  • Private High Schools
  • teacher efficacy
  • EFL Teacher Identity
  • Generational Theory
  • Storytelling
  • Deductive teaching
  • literature-based instruction
  • Corpus-based analysis
  • Multilingualism
  • Factor analysis
  • Emotional Geography Model
  • pre-service teachers
  • Online instruction
  • Corrective feedback
  • directness level
  • and Video description
  • Pragmatic competence
  • Keywords: Implicature
  • Emotion diary
  • Hierarchical social systems
  • L2
  • Learners Attitudes
  • Sworn translators
  • Interest
  • EAP teachers
  • EFL reading
  • Interpol
  • Language Schools
  • Technology Inegration
  • Photovoice
  • working conditions
  • politeness strategies
  • Interactional Competence
  • discourse analysis
  • young children
  • journalism
  • Revising L2
  • Rapport-Inspiring Speech Behavior
  • BARJAM)
  • requestive speech acts
  • Brown and Levinson’s politeness model
  • Metacognitive awareness
  • Culture
  • Narrative assessment profile
  • book selection criteria
  • Joy
  • Cognitive factors
  • graduate students
  • language learning
  • meaning-focused
  • mental health
  • Speaking skill
  • Discursive Structures
  • Educational programs
  • personal narratives
  • L1 user
  • Graduate Theses
  • Museum translation
  • speaking ability
  • collaborative reflective practice
  • identity
  • Wh-words
  • Reading Comprehension
  • plurilingual and pluricultural competence (PPC)
  • Public High Schools
  • K-12 English
  • EFL teaching