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
  • Motivation
  • Job Satisfaction
  • teacher education
  • dubbing
  • structural equation modeling
  • Teacher burnout
  • TPACK
  • Teacher cognition
  • language teaching
  • Burnout
  • Stroke
  • Communicative Competence
  • willingness to communicate
  • self-efficacy
  • Productive Vocabulary
  • ChatGPT
  • Artificial intelligence
  • Task Repetition
  • AI Psychological Flow
  • Foreign language enjoyment
  • Vocabulary learning
  • EFL
  • income
  • Critical Thinking
  • language proficiency
  • Textbook evaluation
  • autoethnography
  • Request strategies
  • systematic review
  • English
  • Online teaching
  • Flipped learning
  • Critical Pedagogy
  • translation
  • private speech
  • Reliability
  • native and non-native English newspapers
  • Computerized Dynamic Assessment (CDA)
  • CAF analysis
  • German as a Foreign Language (GFL)
  • translation techniques
  • Explicit pragmatic instruction
  • English for Specific Purposes (ESP)
  • Technology-Enhanced Language Teaching
  • COVID-19 Pandemic
  • doctoral studies
  • professional factors
  • Neuroimage
  • Argumentative writing
  • Occupational Stressors
  • language teachers
  • AI acceptance
  • Task enjoyment
  • L2 achievement
  • PHOTO model
  • Resilience
  • Work engagement
  • WhatsApp
  • informal learning
  • films
  • recast
  • mobile-assisted language learning
  • Socio-emotional factors
  • Thematic Analysis (TA)
  • disability studies
  • Major Kaduna Nzeogwu
  • Deductive teaching
  • Critical incidents
  • NCI
  • Museum translation
  • Bibliometric review
  • Listening comprehension
  • audiovisual translation
  • interactive metadiscourse markers
  • Indirect Complaint
  • EFL writing skill
  • Written corrective feedback
  • literacy
  • Learners\' Needs
  • EFL vocabulary learning
  • emotional exhaustion
  • Teaching motivation
  • influencing factors
  • Twenty-first-century literacy
  • L2 learning
  • opinion articles
  • Narrative culture
  • work
  • Choice
  • ELT textbooks
  • cognitive skills
  • synthetic
  • vocabulary learning strategies
  • Iranian EFL Teachers
  • cheating
  • student engagement (SE)
  • imagination
  • feedback-seeking behavior
  • interactional metadiscourse markers
  • response accuracy
  • motivations
  • Instructional Strategies
  • Memory retention
  • visitor engagement
  • Immunity
  • writing metacognitive knowledge
  • sworn translators and interpreters
  • blended learning
  • corpus stylistics
  • Cognitive Engagement
  • Collectivist culture
  • (Post)Digital Revolution
  • home
  • Language Studies
  • Emergent multilingual
  • Predictors of grit
  • technology-mediated writing
  • MA thesis
  • Fuzzy Delphi method
  • Rasch Model Validation
  • Educational reform
  • computer-assisted language learning
  • Critical stylistic
  • Task Complexity
  • news values
  • Zone of Proximal Development
  • teacher efficacy
  • Discourse markers
  • Ideology
  • Storytelling
  • reader self-perception
  • Vision 2
  • politeness strategies
  • Corrective feedback
  • foreign and domestic productions
  • Mixed Methods Study
  • Classroom interaction
  • exhibit label
  • working conditions
  • Uptake
  • Generational Theory
  • EFL teacher
  • EAP practice
  • EFL Teacher Identity
  • Private High Schools
  • Ilingo application
  • Intersectionality
  • pedagogical innovation
  • English for academic purposes (EAP)
  • interactional moves
  • achievement goal approach
  • AI Cognitive-emotion Regulation
  • Commitment to teaching
  • transnational identity
  • oral performance
  • digital teaching
  • Cultural content
  • Teacher Shortage
  • genre analysis
  • narrative stance
  • Student-created flashcards
  • IC Themes
  • viewing habits and preferences
  • Joy
  • Disfluency
  • Adaptive Thinking
  • Mobile-Assisted Language Learning (MALL)
  • Mediation
  • EAP courses
  • Coup Speech
  • Iranian English speakers
  • Language Institutes
  • Writing
  • Teacher Adaptability
  • English Language Students
  • Academic emotions
  • Vocabulary retention
  • Pronunciation
  • communication context
  • Cultural Linguistics (CL)
  • second language acquisition
  • Social Sustainability
  • Educational programs
  • EFL writers
  • language learning strategies
  • Idiomatic expressions
  • literature-based instruction
  • Speech Act of Complaint
  • meaning-focused
  • inclusive education
  • EFL teaching
  • Task anxiety
  • Instructors\' Perspectives
  • Apology strategies
  • AI-assisted L2 Learning Attitude
  • friendship