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