Impact Factor: 3.4

Journal

Applied Linguistics Review

Editor-in-Chief: Li Wei

Language: English

First published: May 26, 2010

Publication Frequency: 6 issues per year

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About this journal

Objective
Applied Linguistics Review (ALR) is an international, peer-reviewed journal that bridges the gap between linguistics and applied areas such as education, psychology and human development, sociology and politics. It serves as a testing ground for the articulation of original ideas and approaches in the study of real-world issues in which language plays a crucial role. ALR brings together critical reflections of current debates and new theoretical and empirical research.

Topics
Aspects of the linguistic and communicative competence of the individual:

bilingualism and multilingualism
first or second language acquisition
literacy
language disorders

Language and communication related problems in and between societies:

linguistic discrimination
language conflict
communication in the workplace
language policy and language planning
and language ideology

Articles that not only report new research findings but also engage in philosophical and methodological debates and point to directions of future research are particularly welcome.

Your Benefits

Your Benefits:

high quality peer-reviewed articles advancing real-world linguistic issues
critical discussions and new theoretical and empirical research
agenda-setting proposals on emerging issues and themes
short turnaround times (on average 3-4 months)
international and renowned editorial board

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Meet your new AI teacher: hypes, promises, and realities in AI-powered language education platforms

September 19, 2025

Ali Fuad Selvi

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Amid the “breathless hype” surrounding generative AI in language education, this paper critically analyzes 48 online platforms claiming to use AI technologies through Critical Discourse Analysis and platformization theory (Poell, Thomas, David Nieborg & José van Dijck. 2019. Platformisation. Internet Policy Review 8(4). 1–13). It reveals how these platforms strategically brand themselves (e.g., .ai domain names) to appear cutting-edge, capitalizing on AI “hype” while masking the actual mechanisms behind vague terms like “AI-powered” or “AI-based,” leading to “definitional obscurity” (Williamson, Ben. 2024. AI in education is a public problem. Code acts in education . https://codeactsineducation.wordpress.com/2024/02/22/ai-in-education-is-a-public-problem/ (accessed 20 August 2025)). Through multimodal strategies, they portray AI tutors as superior to human teachers and traditional apps. These narratives emphasize personalization, efficiency, and self-improvement, aligning with neoliberal values of individual responsibility and tech-driven empowerment, and contribute to the commodification of “the platformized ELT ecosystem” (Selvi A. F. Forthcoming. The platformized English language teaching ecosystem: Navigating implications for ELT profession(als). Tesol Quarterly ). This study contributes to emerging scholarship on AI discourses (Ferri, Gabriele & Inte Gloerich. 2023. Risk and harm: Unpacking ideologies in the AI discourse. CUI ’23: Proceedings of the 5th International Conference on Conversational User Interfaces 28. 1–6), revealing how AI functions not just as a pedagogical tool but as a commercial strategy reshaping ELT in increasingly platformized and neoliberal terms.
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Integrating translanguaging and the symbolic power of transknowledging: postmonolingual thinking tools as acts of epistemic resistance

August 22, 2025

Xiǎo-Lí Lǐ, Michael Singh

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Higher-degree teacher-researchers confront problems in demonstrating to university-appointed thesis examiners their capabilities for using 英语 (Yīngyǔ, ‘English language’) in critical discussions that contribute to advances in knowledge. A taken-for-granted solution to this challenge uses methods of critical discussion produced in 英语 (Yīngyǔ) to contribute to knowledge in 英语 (Yīngyǔ). Early childhood teacher-researchers recognise that collaborative research is a strategic professional learning activity for addressing complex, ambiguous problems, and requires openness to novel experiences and the open-minded pursuit of original contributions to knowledge. This study questions the exclusivity of 英语 (Yīngyǔ)- only Content and Language Integrated Learning (CLIL) to explore the potential of integrating translanguaging and transknowledging into critical discussions through research methods that contribute to knowledge. This study analyses the logic of teacher-research practices for contributing to knowledge through critical discussions of the exclusionary use of 英语 (Yīngyǔ). Evidence of three interrelated fields of power governing the teacher-researcher’s systemic disposition for critical discussion is subjected to relational analysis. Working with postmonolingual thinking tools, higher-degree teacher-researchers can exercise epistemic resistance in their critical discussions of the tensions between state-induced multilingualism and state-driven monolingualism to contribute to transknowledging.
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Group dynamics in Chinese EFL curriculum development discussions: a longitudinal transpositioning perspective

November 27, 2025

Miaomiao Zuo, Kevin W. H. Tai

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While group dynamics have been widely studied in student interaction in EFL education, little is known about how it operates among teachers. Likewise, transpositioning, with its “trans-prefix” reconceptualizing positioning as a processual and iterative activity across linguistic, spatial, and relational dimensions, remains underutilized for examining teacher professional interaction. This study therefore investigates how transpositioning shapes group dynamics in teacher collaborative curriculum development. Drawing on a longitudinal dataset of four video-recorded meetings among six EFL teachers at a Chinese university, this study employs Multimodal Conversation Analysis (MCA) within an ethnographically informed approach to trace moment-by-moment interactional practices and their evolution over time. Findings reveal that transpositioning primarily occurs across three interrelated dimensions (i.e., spatial, role and epistemic). These fluid shifts foster distributed leadership, collective sense-making and emotional safety, portraying collaborative curriculum development as a multimodal, relational, and epistemically negotiated practice within real-time discourse. The longitudinal MCA enhances analytic depth by linking micro-interactional shifts to broader developmental trajectories, illustrating how collaborative practices evolve and reconfigure over time. In sum, the study extends transpositioning theory into the context of peer-level professional collaboration across a longer interactional trajectories, evidencing the “trans-prefix” as capturing the dynamic, boundary-transcending nature of interaction beyond traditional positioning theory.
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Translanguaging, agency, and transpositioning: unpacking Chinese business expatriates’ communication practices in Singapore

December 16, 2025

Bin Ai, Siying Tian, Xiaomei Qiao

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Under the influence of economic globalization, many globalizing companies are seeking for overseas markets and sending employees to a host workplace as business expatriates. Although extant studies have explored issues relating to business expatriates’ cross-cultural practices, insufficient attention has been given to them from the perspective of the interplay of their translanguaging practices, agency, and their transpositioning. In this study, a cohort of Chinese business expatriates’ language/communication experiences in Singapore are examined, and in-depth interviews conducted to collect data for this paper. It is found that, although these business expatriates preferred to maintain their Chinese positioning, they have actively exercised agency and utilized translanguaging practices to achieve transpositioning and effective business communication. The collected data and its implications inform our suggestions for globalizing companies and business expatriates. This study provides insights into the translanguaging practices and transpositioning of business expatriates, contributing to transnational business communication research and offering language policy suggestions for globalizing enterprises.
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Online Filipino English teachers and the platformization of Japan’s English education

September 4, 2025

Yoko Kobayashi

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The Japanese government is increasingly supporting the adoption of new technologies for language teaching. An important facet of this strategy entails hiring Filipino instructors to teach English in both physical and platform contexts. This article considers the position of online Filipino teachers by analyzing documents produced by various stakeholders, including the Ministry of Education, for-profit education platforms, and news media. The findings demonstrate that Filipino teachers are alternately described as “native” and “non-native” teachers by these various stakeholders in order to serve individual interests. Although much has been said about the native and non-native dichotomy in the language education literature, this article adds to these discussions by demonstrating how the ostensible innovation underlying digital transformation masks the perpetuation of outdated language ideologies. These findings are used to provide suggestions that will closer align Japan’s use of platforms with current understandings of linguistic proficiency and language pedagogy.
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From translanguaging to transknowledging: decolonizing knowledge production in applied linguistics

August 22, 2025

Yang Song, Angel M.Y. Lin

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Open Access
A study of FL children’s exposure, family backgrounds, and vocabulary learning

August 20, 2025

Art Tsang, Noble Lo

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It is well known that a major impediment to the successful mastery of a target foreign language (FL) is a lack of exposure outside the classroom. The present one-year longitudinal study set out to examine (1) the amounts and kinds of exposure to English outside class experienced by young learners in an EFL context, (2) the relationships between their exposure and socioeconomic status (both parents’ education levels and household incomes), and (3) the association between exposure and vocabulary gains. Ninety Grade-5 EFL children in Hong Kong completed a pre- and post-vocabulary test with a gap of 1 year. Individual interviews were conducted with each child’s parent(s)/guardian(s) (and the children themselves) to collate data about their backgrounds and the child’s exposure to English. The findings revealed that all participants received out-of-class English input through doing homework, and more than two-thirds of them attended tutorial classes and engaged with general informal exposure to English (GIE) such as watching videos and reading books. (Marginally) positive correlations were found between GIE, household income, and parents’ levels of education. GIE was also found to be related to total vocabulary gains over the one-year period, especially at the 2,000-word level.
Open Access
“You women are so strange”: moderated mediation analysis of the link between Conscientiousness and L2 willingness to communicate

December 25, 2025

Ewa Piechurska-Kuciel, Katarzyna Ożańska-Ponikwia, Katarzyna Skałacka

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The study aimed to address a research gap pertaining to establishing the role of personality traits in foreign language learning. Particularly, the aim of this paper was to examine the link between the personality trait of Conscientiousness and the L2 willingness to communicate, when mediated by language anxiety, and moderated by gender. The participants were 590 secondary school students whose responses to a questionnaire allowed to test a moderated mediation model, assessing language anxiety as a mediator, and gender as a moderator in the Conscientiousness-L2 WTC link. The established results suggest that the positive link between Conscientiousness and L2 WTC is slightly weakened with the mediation of language anxiety, being negatively related to language anxiety, that, in turn, negatively predicts L2 WTC. Moreover, the link under consideration is strongly moderated by gender, which proves that conscientious females are more willing to communicate in a foreign language, in spite of the influence of language anxiety. This research can be regarded a significant step towards a better understanding of the direct and indirect effect of personality traits on FL-specific factors.
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Genre-specific features of second language speech: connectives in exposition and narration

August 8, 2025

Haerim Hwang, Hyunwoo Kim

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Each genre is characterized by its distinct linguistic features, which are designed to achieve the particular purpose of its discourse. Despite the wealth of research documenting genre effects, showing higher levels of linguistic complexity in non-narrative genres compared to narrative genres, most studies have focused on written language and linguistic features at the lexical and syntactic levels. To address these gaps, the current study investigates the influence of genre on L2 speech at the discourse level. Our analysis focuses on the frequency and specific use of connectives in expository and narrative speech produced by 784 L2-English learners. The findings show that exposition is associated with the use of connectives that possess more cognitively complex coherence relations denoting order, subordination, and opposition. In contrast, narration is associated with the use of connectives that possess less cognitively complex coherence relations indicating conjunction and addition. These results demonstrate the significance of genre-specific features of connectives in L2 speech, highlighting distinct patterns across different genres and suggesting practical applications for language instruction.
Open Access
Ethics of care and participatory research relationships in a linguistic ethnographic study of wartime experience

December 29, 2025

Eszter Tarsoly, Jelena Ćalić

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This paper centres on the dilemmas of situated ethics in the context of participatory ethnography, while making a case for an ethics of care in applied linguistic research in situations of conflict. We discuss encounters in which the requirements of ethics approval challenged ethical subjectivity and the participatory process. While exploring Ukrainian students’ homemaking on the internationalised campus against the background of Russia’s full-scale invasion of Ukraine, the authors placed themselves alongside the student co-researchers as subjects of the same process of knowledge production and ethical care. Relinquishing academic researchers’ control resulted in a tension between two aspects of ethical research. The personal ethical imperative to treat the non-academic researchers’ experience responsibly was at odds with the universal commitment to minimising the risk for all participants. Instead of managing risks through forms of institutional governance, project participants co-created a space for the affective agency concerning their wartime experience, finding ways to narrate how they lived through fear, loss, and grief. This contributed to integrating their experience in newly negotiated life-trajectories. Our analysis centres on the ways in which ethical dilemmas were negotiated in all participants’ intersubjectivities through the participatory process, reflexivity, and a situated care ethics.
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Projecting authenticity through nativeness: a multimodal analysis of microcelebrity English teachers’ Instagram reels

September 8, 2025

Erhan Aslan, Wing Yee Jenifer Ho

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Many language teachers create short, engaging, and accessible English content on social media, accumulating large numbers of followers. Drawing on existing conceptualizations of authenticity and qualities of internet celebrities, this study presents a multimodal analysis of Instagram accounts of two microcelebrity British English language teachers, each with over a million followers. The findings reveal instances where teachers position themselves as the authority for linguistic or non-linguistic knowledge highlighting different forms of cultural capital including ordinary and mundane aspects of their everyday lives. The analysis also reveals exclusive representations of the West (specifically the UK) including vocabulary associated with British culture, idiomatic expressions, and British pronunciation of some words. The study provides novel and critical insights into the emerging forms of language teaching on social media platforms shaped by the neoliberal landscape of education with important implications for English language teaching professionals and teacher education programs.
Open Access
Chinese phrasal downgraders: a problem for L2 Learners?

August 13, 2025

Dániel Z. Kádár, Juliane House, Yilin Chai

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In this study we investigate why phrasal downgraders such as mei-guanxi 没关系 (‘does not matter’) and meishi(-meishi) 没事 (没事) (‘no problem(-no problem)’) turn out to be problematic even for advanced L2 learners of Chinese. Although both mei-guanxi and meishi(-meishi) are standardly mentioned in Chinese L2 textbooks, various of their uses are still surprisingly irritating for L2 learners. We look at the heart of such irritations by following a tripartite bottom-up analytic procedure: We first conducted semi-structured interviews with advanced L2 learners of Chinese who reported having been irritated by the phrasal downgraders under investigation. We then examined uses of these expressions in a Chinese corpus, and finally we interpreted our learners’ L2 irritations through the outcomes of our corpus analysis. We examined our data through a minimalist and finite typology of speech acts and a related interactional system. Our interviewees made altogether five observation types, which we were able to systematically explain with the aid of our approach.
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Emotions matter: the influence of emotional precursors on academic achievement in skill-focused English reading

August 12, 2025

Kaihua Nie, Haomin Zhang, Ali Nawaz Khan

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Following the Control-Value Theory of positive psychology, this study investigated how emotional precursors affect enjoyment and boredom in skill-focused English reading classes, and how these emotions impact academic achievement in foreign language learning. 332 EFL university students completed a composite questionnaire, recalling their experiences of enjoyment, boredom, motivation, and control-value appraisals in reading classes. A quantitative analysis revealed that emotional precursors significantly predict both enjoyment (positively) and boredom (negatively), with extrinsic value being a key factor in emotional responses. Additionally, a structural equation modeling analysis was performed to illustrate the relationships between students’ emotional antecedents, emotions, motivation, and their impact on performance. The findings indicate that emotions and motivation are mediators between antecedents and achievement, with emotions playing a more significant role as the principal mediator. These findings partially align with previous research, underscoring the significance of considering skill-specific factors in evaluating student emotions and achievements in similar educational settings. Moreover, the research results have implications for our educational practice: educators need to improve students’ control-value appraisals and manage their emotional reactions by using strategies like personalizing training to suit individual abilities and emphasizing the practical value of English reading, which may facilitate their enjoyment and academic achievement.
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Pedagogical translanguaging written feedback in EFL academic writing

November 5, 2025

Bakheet Shuayl Almatrafi, Rebecca Adams

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Research has increasingly documented the contribution of translanguaging in pedagogical practices. Recently this has been extended to the use of translanguaging in the provision of oral corrective feedback. However, while the use of translanguaging has been supported in second language writing, little research has considered whether translanguaging can support learning in second language written feedback (WF). The goal of the current study is to determine whether translanguaging feedback increases revision between drafts in an academic writing context. A total of 23 Saudi EFL university students participated in the current study. Using a counterbalanced design, participants were divided into two groups and provided with two text prompts. Following each text, the participants received translanguaging or English-Only WF. Feedback targets included discourse, grammatical and lexical accuracy, content, and mechanics. The quantitative findings revealed that translanguaging WF significantly impacted learners’ revisions in the second drafts, leading to nearly twice the amount of revision compared to English-Only feedback. While the qualitative results indicated that learners perceived both conditions as effective, translanguaging feedback was rated as more effective.
Open Access
“I’m human” – multilingual investment of a young adult with a migration journey in Italy

October 23, 2025

Elvira Carlotti

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This paper explores the multilingual identity construction and investment of Tanvir, a young adult from Pakistan. He arrived in Italy as an unaccompanied minor in 2018, after a migration journey, and currently lives between Italy and the UK. Research on identities and investment has been mainly conducted in EFL/ESL contexts. Far fewer studies explore them in LOTE contexts or in respect to first generation multilingual teenagers with a migration journey. This article reports on a case study approach to capturing the complexities of the lived experience of a single participant, Tanvir. Data were generated through in-depth, biographical, semi-structured interviews and were analysed using reflexive thematic analysis. The findings reveal Tanvir’s awareness of his competence as a multilingual and his ability to negotiate his identities as a transnational entrepreneur. His multilingual investment stems from his sense of agency, which allows him to inhabit transnational spaces by successfully overcoming ideological tensions and other social and structural obstacles to seize opportunities for his own personal fulfilment. The implications reflect on how school institutions can better support the agency and imagination of this under-researched and growing group of learners.
Open Access
Modeling the contribution of shame, boredom, and enjoyment to multilingual students’ willingness to communicate in a blended learning environment

October 31, 2025

Elias Bensalem, Ali Derakhshan, Sami Alanazi

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While extensive research has explored the influence of emotions on students’ willingness to communicate (WTC) in face-to-face as well as online language classes, there is a notable gap in understanding how emotions such as shame, boredom, and enjoyment impact communication behavior in the context of a hybrid learning environment. To address this gap, the current study investigated the associations among shame, boredom, enjoyment, and WTC. It also examined whether WTC was predicted by the other three constructs, namely shame, boredom, and enjoyment. A total of 411 Saudi Arabian students completed four questionnaires. The results of structural equation modeling (SEM) revealed that the most significant factor influencing WTC was shame, followed by boredom. Unexpectedly, enjoyment did not influence students’ WTC. The implications of the obtained results are explained to educators to make efforts to enhance students’ emotional-communicative experiences in a hybrid learning environment.
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Linguistic landscape as mediational means of collective action: a nexus analysis of Covid signs in China

October 24, 2025

Hong Zhang

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Signs as Linguistic Landscape (henceforth LL) data not only reflect social phenomena but also instigate social action. This paper documents governmental signage in the pandemic and investigates how LL reflects historical and sociocultural conventions, shapes people’s understanding of pandemic life and contributes to regulating public behavior. Expounding the three dimensions of ‘nexus analysis’, i.e. ‘interaction order’, ‘historical body’ and ‘discourses in place’, this paper reveals that LL serves as mediational means to afford the government’s collective action of calling for unity and obedience in a time of national crisis. By highlighting materiality, emplacement, and historical and sociocultural connotations, this paper pinpoints mediated actions and cycles of discourse in the Chinese context at the critical time of Covid. The ‘interaction order’ is analyzed according to social relationships behind sign usage, ‘historical body’ embraces the previous histories of not only people but also their habit of using signs while ‘discourses in place’ form semiotic aggregate with the help of multimodality and materiality.
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Chinese DLL’s Chinese-English bilingual vocabulary development in the face of discrimination

September 12, 2025

Sihui Ke

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The COVID 19 pandemic emergency is over; however, the impacts of pandemic-related discrimination on child development are unclear. This mixed-methods research aimed to understand Chinese Dual Language Learners’ (DLLs’) Chinese-English bilingual vocabulary development in the face of discrimination. Specifically, it examined the interrelationships among COVID-related and Pre-COVID discrimination, person-, home-, community-, and school-level literacy factors, and language and Chinese DLL’s bilingual vocabulary profiles. Data were gathered via a questionnaire survey with 162 parents and semi-structured interviews with 10 parents. Thematic analysis, latent profile analysis, and multinomial logistic regression modeling were conducted. It was found that Chinese DLLs had diverse bilingual vocabulary profiles ranging from Balanced High, to Chinese Dominant, or English Dominant, or Balanced Low. Furthermore, Pre-COVID discrimination was a risk factor for Chinese DLLs to develop Balanced High bilingual vocabulary profile, while a child’s interest in reading Chinese, father’s Chinese proficiency, interactive activities in English, weekend school attendance were resilience factors associated with Balanced High biliteracy profile. The major implications are that Chinese DLLs should not be treated as a homogenous group; and that it really takes collective efforts for Chinese DLLs to develop linguistic resilience against historical discrimination.
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Blaming, controlling, monitoring, and politicizing human-caused environmental disasters: anthropocentric discourses in framing the Ohio train derailment incident

October 20, 2025

Xuekun Liu, Jiayu Wang, Wanjun Zhang

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This study focuses on the human-caused environmental disaster resulting from the February 2023 Ohio train derailment incident. Drawing on ecolinguistics and critical discourse analysis, we analyze how various stakeholders, including affected residents, Norfolk Southern (the responsible company), and politicians, frame this incident in coverage by CNN and The New York Times . We identify four distinct frames: blaming, controlling, monitoring, and politicizing the incident. While residents emphasize human health impacts and accountability, Norfolk Southern portrays the incident as manageable, and politicians politicize it for partisan gains. These frames underscore and reinforce anthropocentric values by relegating the interests of non-human beings and living entities to a secondary position, reifying a passive nature that is controlled and dominated by humans, and mitigating human accountability for environmental harm. The findings reveal how disaster frames construct and produce hierarchies between humans and nature and among different human groups, hierarchies perpetuated by media influence and political exploitation. By unpacking these frames, the study contributes to understanding how frames of human-caused environmental disasters reflect and reproduce anthropocentric ideologies.
Open Access
Self-branding and the commodification of regional identity on Douyin

October 9, 2025

Jinyan Wang, Nathaniel Ming Curran

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An increasing number of individuals on Chinese social media seek to make a living by uploading short videos that mix English language teaching with entertainment. Combining elements of traditional teaching with business acumen and a flair for the dramatic, these “platform language teacherpreneurs” (PLTs) compete for viewers and students in a highly competitive and algorithmically unforgiving attention economy. This article examines the self-branding practices of three PLTs on Douyin (the Chinese version of TikTok), focusing on how the three PLTs construct attractive and salable identities. Drawing on theories of authenticity, language commodification, and self-branding, we show that PLTs’ success in attracting viewers is achieved in part by reflexively highlighting regional identities (e.g., Sichuanese, Shanghainese, and Cantonese). We argue that the use of regional identities for the purpose of self-branding reflects a broader phenomenon concomitant with platformization: elements of linguistic and cultural difference being used to signal authenticity on social media. Limitations and suggestions for further research are included.
Open Access
‘He did not mean to do it to me’: online sexual harassment and the feminization of Filipina English teachers on an ELT platform

September 10, 2025

Eun Cho, In Chull Jang

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This study explores how Filipina English teachers experience and address sexual harassment on a South Korean online English Language Teaching (ELT) platform. The feminization of the ELT industry and the one-on-one nature of online tutoring make online teachers vulnerable to gender-based violence. However, little is known about how online harassment intersects with teachers’ language and professional identities. Drawing on narratives from three Filipina teachers, who are situated within intersecting vulnerabilities – including being women from the Global South and gig economy workers – the study analyzes how the teachers respond to sexual harassment. On the one hand, the teachers express strong negative emotions and promptly report incidents that undermine their professional authority. On the other hand, they often downplay sexual harassment by emotionally detaching or dismissing it as an aberration. This coping strategy entails teachers decoupling their gender identity from their professional roles. Based on the findings, this study calls for industry support and clear harassment policies to address gender-based violence on ELT platforms.
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“Coffee is no bitter than work”: linguistic landscapes in urban cafés in China

October 31, 2025

Yang Song

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Linguistic landscape (LL) studies explore how public spaces mediate cultural, social, and economic practices through semiotic resources. While prior research has emphasized top-down regulated heritage sites and globalized retail spaces, the LLs of everyday leisure venues, especially cafés in mid-sized Chinese cities, remain underexplored. This study addresses this gap by investigating the linguistic landscapes of independent cafés in Suzhou through an integrated framework combining discursive frames, thematic abstraction, and discourse itineraries. Drawing on municipal policy texts, news reports, ethnographic fieldwork, interviews, and photographic documentation, this study identifies three overlapping discursive frames: resilient alienation, heritage commodification, and emotional self- and interpersonal care. These frames illuminate how multilingual signage, online catchphrases, poetic expressions, calligraphic scripts, and spatial design are appropriated by policymakers, café owners and consumers to critically or compliantly engage with overwork culture, aestheticize heritage, and cultivate care-oriented connection. Importantly, these discursive frames are not isolated; they intersect and are shaped by multiple agents in contingent ways at the online-offline nexus. This study contributes to LL research by extending attention to semiotic processes in everyday commercial settings and demonstrating how emotional, cultural, and socio-economic discourses become spatially and symbolically entangled. Theoretical and practical implications are discussed at the end.
Open Access
The effects of gloss language on alignment and vocabulary learning in continuation writing

December 23, 2025

Yanting Wu, Feng Ding

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Continuation writing efficiently enhances language learning, particularly vocabulary learning. This study focuses on the under-researched role of gloss language and alignment in continuation writing. Three groups of L2 learners read an incomplete story with L1, L2, or L1 & L2 glosses. After reading, they completed the story and underwent unanticipated vocabulary tests. A delayed posttest was administered after ten days. Results revealed that gloss language significantly influenced alignment and vocabulary learning, but its influence on alignment differed across different types of words. Furthermore, gloss languages and alignment played different roles in vocabulary learning in continuation writing. It was found that in meaning recall, gloss language not only affected lexical learning directly, but also indirectly through alignment. In form recognition, gloss language had no direct influence on vocabulary learning but indirectly affected it entirely via alignment.
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EAL and L1 English-speaking postgraduate students’ conceptions of English academic writing: a comparative metaphor analysis

December 15, 2025

Bing Yan, Mingyu Li

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Despite intensive research on English academic writing, few studies compare how English-as-a-first-language (L1) and English-as-an-additional-language (EAL) writers conceptualise the task rather than simply perform it. Addressing this gap, this study surveyed 458 UK postgraduate students (258 EAL, 200 L1) from eight research-led universities using a Conceptual Metaphor Theory (CMT) prompt (“Academic writing is like…because…”) and followed up with 45 metaphor-checking interviews. Inductive coding of metaphor entries generated four overarching themes. Two revealed clear language-group contrasts: EAL writers framed difficulty as external precision or gatekeeping, whereas L1 peers emphasised internal struggle and self-expression. The other two themes – an affective arc from struggle to catharsis and a constructive blueprint of building, crafting, and journeying – were strikingly similar across groups. These patterns extend CMT by showing how positionality in Anglophone knowledge networks shapes source-domain choice, yet also corroborate academic-literacies claims that cognitive, rhetorical, and emotional demands transcend native-speaker status. The study thus offers an integrated lens for theorising academic-writing cognition and lays a conceptual foundation for more equitable support strategies.
Open Access
Translanguaging and transknowledging practices among STEM teachers in EMI higher education

August 22, 2025

Michelle Mingyue Gu, Amy Wanyu Ou, Chi-kin John Lee

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The study examines the classroom practices of four STEM (science, technology, engineering, and mathematics) teachers in an EMI higher education programme in China, investigating how they utilise diverse language resources to recalibrate epistemic frameworks in a knowledge (co)construction process. Drawing on class observations and interviews, the study moves beyond the flexibility of language use in EMI lessons to explore the intricate relationships between languages, semiotics, and knowledge systems in EMI teaching. The findings reveal that EMI teachers employed varied translanguaging strategies to facilitate knowledge co-construction, leveraging teachers’ and students’ existing knowledge as valuable learning resources. The epistemic diversity of bilingual teachers and students was recognised as an asset, breeding opportunities for knowledge development with a glocal grounding in EMI. Nonetheless, the study also highlights the need for greater support in raising teachers’ critical awareness of the ideologies underlying EMI and enhancing recognition of the transknowledging value of translanguaging pedagogy.
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Reclaiming the translinguistic selves: collective scholarly practices in translanguaging space

August 12, 2025

Jin Kyeong Jung, Soo Bin Jang, Sun Young Lee, Taeyeon Kim

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This study investigates the collaborative inquiry among Korean-English translingual scholars who utilize translanguaging spaces to foster collective agency toward decolonization. We rethink language beyond a mere communication tool, framing it instead as a dynamic process that shapes identities, ideologies, and interpersonal relationships in academia and society. By examining data from three projects – a reading group focused on Asian Critical perspectives, a writing group exploring transnational experiences, and an inquiry into languaging practices over three years – we uncover the complexities and impact of English language ideology in knowledge production. Our transnational experiences, spanning from South Korea to the United States, highlight the disproportionate epistemic influence of English-speaking countries in academia, revealing inherent linguistic power dynamics. Our roles as Asian faculty intersect with notions of native speakerism, affecting our professional interactions and contributions significantly. This study highlights the transformative potential of translanguaging as a methodology for examining and reclaiming our dynamic scholarly practices across borders. We embrace our “in-betweenness,” stressing the importance of engaging with translanguaging spaces, analyzing metalanguaging, and decolonizing processes to reflect our transnational identities. By celebrating our translinguistic selves, we contribute to a broader understanding of languaging as epistemic resistance in higher education.
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Understanding linguistic landscapes in a Chinese inland village: a chronotopic perspective

December 16, 2025

Bin Ai, Zile Zhang, Hua Yu

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Linguistic landscapes are an important part of a lived space, and the social semiotics of rural linguistic landscapes can reveal the everyday social practices of Chinese peasants. In this paper, the first researcher, a native born and brought up in an average Chinese inland village, conducted an ethnographic study of the rural linguistic landscapes in his hometown village. Walking through the village, using observation, photography and interviews with villagers, enabled him to collect rich data of the characteristics of these linguistic landscapes. This data reveals the current Chinese peasants’ lived space-times – chronotopes, including their business practices, which are embedded in the traditional and usually harmonious interpersonal relationships that ground their everyday life. Modernity and mobility represented by the language signs signal that rural revitalization is taking place in this space. Other chronotopes identified in these linguistic landscapes relate to rural governance, village democracy and leadership of rural revitalization. This paper contributes to scholarly understanding of chronotopes and China’s rural revitalization and suggests that the villagers’ construction of rural linguistic landscapes needs to be actively supported by local authorities to bring about sustainable rural revitalization.
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Platformization, social media, and investing in unequal digital literacy practices

September 26, 2025

Ron Darvin

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This paper examines how the platformization of social media and the material conditions in which these technologies are used shape how transnational learners invest in unequally valued digital literacy practices. As platforms reconfigure cultural practices and imaginations, L2 learners negotiate online norms and conventions to participate agentively in these spaces, positioning themselves while also positioning others. Based on data from a case study involving 16 immigrant Filipino secondary school students in Canada, this paper highlights how various inequalities of access, participation, and representation circumscribe social media practices. Findings show how the material designs of Facebook, Instagram, and Snapchat encourage patterns of interaction that become the basis of legitimate participation in these platforms, privileging certain aesthetic norms and class-inflected tastes. Learners are socialized into these conventions in ways that can exclude peers who do not have access to particular resources or whose semiotic productions are not deemed valuable. This asymmetric distribution of resources shapes practices that provide contrasting opportunities for L2 use and expansion of social networks. Tracing these inequalities to platformization, this paper proposes digital repertoires and digital socialization as constructs to draw attention to how learners develop and enact digital literacies that are valued unequally and that shape different opportunities for learning.
Open Access
Do open access plain-language summaries increase engagement with research?

August 12, 2025

Jim McKinley, Mariusz Baranowski, Piotr Cichocki

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In a range of academic scholarship communities, the debate over the efficacy and impact of open access publishing has intensified. This discourse is strong in [language education and applied linguistics], where the divide between research and practical application (the “teaching-research nexus”) has gained increased attention in scholarly discussions. The prominent argument is that teachers do not engage with research due to its inaccessibility. This study builds on the existing literature by examining the potential effects of open access and accessible summaries (developed through the OASIS initiative) on engagement metrics and citation counts for the journal System . It partially replicates the earlier study by Shepperd et al. (2023. OASIS potential impact on journal article engagement . Report downloaded from: https://www.cambridge.org/core/services/aop-file-manager/file/651439a9c0bea335021ff64b/OASIS-summaries-impact-report-final-16-August-2023.pdf), which included 34 matched article pairs, by expanding the sample to 72 pairs and applying similar design and analysis procedures. Findings show that published research articles with open access plain language summaries have more downloads and citations, indicating increased engagement and scholarly impact. However, questions remain concerning the true mechanisms driving this relationship, and further research is needed to validate and explain these patterns.
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Language, languaging, communication: linguistic norms and communicative competencies

December 10, 2025

Paul J. Thibault

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Linguistic norms and meta-norms involve reward and punishment, which typically take the form of emotional-moral judgments of praise and blame, respectively. The intensity of the “drive for cooperation and a drive to serve punishments” (Damasio, A. 2005. The neurobiological grounding of human values. In J.-P. Changeux, A. R. Damasio, W. Singer & Y. Christian (eds.), Neurobiology of human values , 47–56. Springer Verlag) is functional in maintaining and policing the boundaries of a linguistic community by enforcing the social obligation to talk in the ‘right’ way. Against this backdrop, I consider Gregory Bateson’s discussion of the selectivity of purposeful consciousness and its inbuilt value biases. I examine some examples of transitivity patterns to illustrate the problems that arise in relation to patterns of thinking such as “language use” and “speaking a named language.” Alternatively, the idea that we use or speak a language must be replaced with a view founded in communication, seen as the mutual integration of activities by the co-participants in communicative activities. On this basis, we can re-consider communicative competencies and their implications for learning and the role of languaging in learning and in communicative processes more generally.
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The interconnection between teacher motivation and identity construction: an interpretative phenomenological approach

August 12, 2025

Ali Derakhshan, Sedigheh Karimpour, Parastoo Alizadeh Oghyanous, Mostafa Nazari

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Drawing on the interpretative phenomenological approach, this study reports on the nexus between teacher motivation and identity construction. Adopting a theoretical framework that involves the role of self-efficacy, career choice, goals, and motivational sustainers and underminers in teacher motivation and identity construction, we show how historic-sociocultural factors come to profoundly contribute to the teachers’ constructed identities and the motivational fluctuations they experience. In particular, motivation and identity were defined by our teachers as transcending in-class events toward macro-structural forces that shape the overarching configuration of their professionalism. In this sense, investment, commitment, emotional well-being, and socio-economic adequacy were the sites of the clash between contextual particularities and the teachers’ motivation-identity capitals. Based on the findings, we provide implications for how to leverage the potential of the nexus between motivation and identity in teacher education courses to positively contribute to teacher professional development.
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English language teachers’ professionalism on social media: a sociomaterial perspective

September 5, 2025

Hassan Nejadghanbar, Juyoung Song

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As a result of platformization, professionalism is situationally configured based on the online audience and the material aspects of social media (e.g., user interface design, algorithms, follower counts, likes, views, and shares). This dynamic configuration of professionalism presents both challenges and opportunities for redefining our understanding of teacher professionalism. Using a sociomaterial theoretical framework, this study explores how professionalism is defined and perceived among English teachers active on Instagram. We collected qualitative data from 14 English language teachers who actively engage in branding on Instagram. The analysis focused on the teachers’ perceptions of and responses to the emerging notion of professionalism shaped by the material conditions of the platform. Our findings indicate that teachers’ traditional perceptions of professionalism – centered primarily on educational credentials and research-based pedagogical knowledge – were challenged by the new configurations of professionalism afforded by Instagram’s material features. Confronted with these shifting definitions, the teachers negotiated and adapted their teacher identities and professional practices within the social media environment. The study highlights the dynamic and contextual nature of professionalism in the age of platformization. It shows how Instagram’s material affordances, such as algorithms and engagement metrics, interact with social constructions of professionalism, leading to a redefinition of what it means to be a professional teacher.
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Southern multilingualisms and transknowledging: towards restoring plurality in applied linguistics and education

August 25, 2025

Kathleen Heugh

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The purpose of this article is to offer a historiographical account and theoretical perspective of transknowledging as central to ‘multilingualisms,’ intimately connected with communality and humanity in plural societies. This discussion continues earlier work that identifies transknowledging as one of three major characteristics of southern multilingualisms: (i) plural, multidimensional multilingualisms purposefully used for specific functions (Heugh 1999. Languages, development and reconstructing education in South Africa. International Journal of Educational Development 19(4-5). 301–313); (ii) expression and exertion of linguistic agency and voice, i.e., ‘linguistic citizenship’ (Stroud 2001. African mother-tongue programmes and the politics of language: Linguistic citizenship versus linguistic human rights. Journal of Multilingual and Multicultural Development 22(4). 339–355); and (iii) reciprocal exchange and translation of knowledge, i.e., ‘transknowledging’ (Heugh 2021. Southern multilingualisms, translanguaging and transknowledging in inclusive and sustainable education. In P. Harding-Esch & H. Coleman (eds.), Language and the sustainable development goals , 37–47. British Council). Southern multilingualisms with their triangular balance of characteristics occur alongside or intersect with several further sets of equibalanced triangular associations that have underpinned human societies for millennia. These include epistemologies, cosmologies and ontologies; logos, ethos and pathos; pasts, presents and futures. Missing from many discussions of linguistic plurality has been recognition of the triangular relationality of transknowledging alongside linguistic citizenship and the multidimensionality and plurality of multilingualisms. Recognising the importance of keeping these relationalities and pluralities in balance as central to homo sapiens amans and convivial societies has consequences for how educators and linguists weigh the ethos, pathos and logos of their work.
Open Access
Corrigendum

February 11, 2025

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Manifestations of translanguaging and transknowledging in the assemblage of EAP writing

August 27, 2025

Eugenia (Gene) Vasilopoulos, Francis Bangou

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This paper examines how translanguaging and transknowledging manifest in the research-paper writing process of pre-university international students as English language learners in a Canadian EAP program. A wealth of research has documented the challenges these students face in learning the conventions of English academic writing. More recent research has explored the potential of translanguaging in writing pedagogy; however, we argue that current research has yet to fully enact the decolonizing agenda underlying translanguaging as a movement, that is, to dissolve monolingual ideologies and hegemonic structures and to allow for transknowledging that represents the diverse ways of knowing circulating within the EAP classroom. Drawing on the concept of assemblage, data from one student composing a source-based research paper is presented to highlight the presence of translanguaging and transknowledging in their work, as well as the threat of transgression that demarcates which languages and knowledge are permitted. We conclude with methodological and pedagogical recommendations to disrupt conventional logic in how translanguaging research and practice can serve to create more globally inclusive educational spaces.
Open Access
Platformization of language education

October 31, 2025

Nathaniel Ming Curran, Christopher Jenks

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This editorial introduction provides an overview of the special issue. It introduces readers to the topic of platformization, articulates areas of overlap among the seven contributions, and points to new directions for future scholarship.
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Demystifying the role of L2 speaking embarrassment and anxiety in the interaction of bilingual learners’ self-efficacy and willingness to communicate (WTC): A multinational serial mediation study

December 29, 2025

Robert Kirkpatrick, Ali Derakhshan, Yongliang Wang, Mohammad Sadegh Taghizadeh, Maryam A. Almuhanna

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This multinational study sought to uncover the complex relationships among bilingual learners’ self-efficacy, speaking embarrassment, speaking anxiety, and willingness to communicate (WTC) in second and foreign language (L2) classrooms. Using maximum variation sampling, data were collected from 736 bilingual learners across China, Iran, and Kuwait, ensuring a diverse representation of cultural and linguistic contexts. A serial mediation model was used to examine whether speaking embarrassment and speaking anxiety mediate the relationship between self-efficacy and WTC. The results showed that learners’ self-efficacy was strongly associated with their WTC. More importantly, speaking embarrassment and anxiety significantly mediated this relationship – both independently and sequentially – with higher self-efficacy reducing speaking embarrassment, which in turn lowered speaking anxiety, ultimately leading to greater WTC. Notably, the observed patterns were consistent across the three bilingual contexts, highlighting the cross-cultural robustness of these findings. Theoretically, the study extends the pyramid model of WTC by demonstrating how enduring personal traits like self-efficacy interact with transient affective states, such as embarrassment and anxiety, to shape bilingual L2 learners’ communicative behavior. Practically, the results point to the need for pedagogical interventions that simultaneously strengthen L2 learners’ self-efficacy and alleviate their negative emotional experiences, ultimately enhancing their tendency to speak in the target language.
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Feedback literacy and student engagement with WCF by beginner JFL learners: a classroom study

August 15, 2025

Jun Takahashi

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While written corrective feedback (WCF) is intended to help learners build new knowledge, student engagement with WCF is not always satisfactory, partly due to a lack of sufficient feedback literacy. Despite recent advances in understanding students’ feedback literacy and engagement with WCF, two groups have received limited attention: learners of languages other than English (LOTEs), such as Japanese, and beginners. To address this gap, this study explores feedback literacy and engagement with WCF of three beginner learners of Japanese as a foreign language (JFL). Data were collected through background questionnaires, semi-structured interviews, student essays, stimulated recall sessions, reflective accounts, classroom observations, and course documents. The findings reveal that feedback literacy is multi-faceted, emergent, and situated. Additionally, the participants drew on L1 writing experiences to address errors and used WCF to reflect on and adjust their writing processes due to their lack of writing experiences in Japanese. The students also displayed varying levels of cognitive, behavioral, and affective engagement with WCF.
Open Access
Enacting cultural distinctiveness and diasporic identity in semiotic landscapes: a material ethnography of Chinese restaurants in the UK

October 31, 2025

Shuang Gao, Zhu Hua

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This paper explores diasporic identities enacted in the semiotic landscapes of Chinese restaurants. Informed by a materialist theory of signs and space, it presents an ethnography of three independent Chinese restaurants in Liverpool, UK. Geosemiotic analysis reveals that the three restaurants take three different approaches to the semiotic enactment of Chinese food(space): nominal display of Chineseness as family heritage, flexible assemblage of global Chineseness, and ethnocentric reproduction of nationalist Chineseness. We interpret these differences as acts of cultural distinctiveness, suggesting that the observed variation in the semiotic construction stems from the restaurateurs’ distinctive perceptions of Chinese food based on their varied diasporic histories and trajectories as well as different self-positionings vis-à-vis the UK and Greater China. The semiotic landscapes of Chinese restaurants thus showcase the heterogeneity of Chinese cuisine and diasporic identity, challenging homogeneous understandings of Chinese food and the Chinese diaspora. The study also highlights the semiotic complexes of ethnic restaurants, revealing signs as a covert mechanism for self-positioning, intra-ethnic differentiation, and customer selection.

Special Issue: Workplace communication in flux; Guest Editors: Mona Blåsjö, Riikka Nissi and Carla Jonsson

Special Issue: Translanguaging practice in Diverse Contexts; Guest Editors: Danling Fu and Xenia Hadjioannou

Issue 2

Issue 1

Issue 4

Special Issue: Developing Languages in Africa: Social and educational perspectives; Guest Editor: Ross Graham

Issue 3

Special Issue: Scaling practices in language encounters; Guest Editors: Massimiliano Spotti and Jaspal Naveel Singh

Issue 2

Special Issue: Usage-based contact linguistics; Guest Editors: Antje Endesfelder Quick and Anna Verschik

Issue 1

Special Issue: Tourist spaces in the nexus of language and materiality; Guest Editors: Gavin Lamb and Bal Krishna Sharma

Issue 4

Special Issue: Creativity in language learning and teaching: Translingual practices and transcultural identities; Guest Editor: Rodney H. Jones

Issue 3

Issue 2

Special Forum: Language(s), culture(s), ethnicity(-ies), social class and religious background: intersections in researcher’s identity and ethnography, Edited by: Lídia Gallego-Balsà

Issue 1

Issue 4

Issue 3

Special Issue: Metalinguistic Discourse on Multilingual Urban and Youth Speech Styles and Linguistic Practices, Issue Editors: Margreet Dorleijn and Jacomine Nortier

Issue 2

Issue 1

Special Issue: Deaf and hearing signers’ multimodal and translingual practices Guest Editor: Annelies Kusters

Issue 4

Special Issue: The social life of methods, Guest Editors: Gabriele Kasper and Steven J. Ross

Special Issue: Ethics of Online Research Methods in Applied Linguistics, Guest Editors: Tereza Spilioti and Caroline Tagg

Issue 1

Issue 4

Special Issue: Symbolic power and conversational inequality in intercultural communication, Issue Editors: Zhu Hua and Claire Kramsch

Issue 3

Special Issue: Sociolinguistics in a languagised world, Guest Editors: Jürgen Jaspers and Lian Malai Madsen

Special Issue: New Speakers and processes of new speakerness across time and space, Guest Editors: Bernadette O’Rourke and Joan Pujolar

Issue 1

Issue 2

Special Issue: Maintaining Language and Developing Multilingualism

Issue 1

Issue 2

Critiquing applied linguistics

Journal Impact Factor	3.4	2024, Journal Citation Reports (Clarivate, 2025)
5-year Journal Impact Factor	3.3	2024, Journal Citation Reports (Clarivate, 2025)
Journal Citation Indicator	2.77	2024, Journal Citation Reports (Clarivate, 2025)
CiteScore	5.7	2024, Scopus (Elsevier B.V., 2025)
SCImago Journal Rank	1.188	2024, SJR (Scimago Lab, 2025; Data Source: Scopus)
Source Normalized Impact per Paper	1.664	2024, CWTS Journal Indicators (CWTS B.V., 2025; Data Source: Scopus)
European Reference Index for the Humanities	0

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Editor-in-Chief:
Professor Li Wei (李嵬), PhD, FAcSS, FRSA
Chair of Applied Linguistics, UCL Institute of Education, University College London
Chair, University Council of General & Applied Linguistics (UCGAL), UK
alr@degruyter.com

Associate Editors

Editorial Board
David Block (ICREA/Universitat Pompeu Fabra, Spain)
Kingsley Bolton (Nanyang Technological University, Singapore)
Patricia Duff (University of British Columbia, Canada)
Diana Eades (University of New England, Australia)
Xuesong Andy Gao (University of New South Wales, Australia)
Yihong Gao (Beijing University, China)
Ofelia Garcia (City University of New York Graduate Center, USA)
Christina Higgins (University of Hawai'i at Manoa, USA)
Nancy Hornberger (University of Pennsylvania, USA)
Alex Housen (Vrije Universiteit Brussel, Belgium)
Andy Kirkpatrick (Griffith University, Australia)
Claire Kramsch (University of California, Berkeley, USA)
Annelies Kusters (Heriot-Watt University, UK)
Angel M. Y. Lin (Simon Fraser University, Canada)
† Tim McNamara (University of Melbourne, Australia)
Leketi Makalela (University of the Witwatersrand, South Africa)
Ben Rampton (King's College, London, UK)
David Singleton (University of Pannonia, Veszprém, Hungary)
Anna Verschik (Tallinn University, Estonia)
Terrence G. Wiley (Arizona State University, USA)
Bencie Woll (University College London, UK)
Lawrence Jun Zhang (University of Auckland, New Zealand)

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Linguistics and Semiotics Applied Linguistics Applied Linguistics, other

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eISSN:

1868-6311

ISSN:

1868-6303

Language:

English

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De Gruyter Mouton

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First published:

May 26, 2010

Publication Frequency:

6 issues per year

eISSN: 1868-6311

ISSN: 1868-6303

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Researchers in the fields of Applied Linguistics, Communication, Education, Psychology, Sociology

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