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Applied Linguistics Review

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Language: English

First published: May 26, 2010

Publication Frequency: 6 issues per year

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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.

As of 2026, all De Gruyter journal subscriptions include access to every issue, from Volume 1, Issue 1 through to today, meaning subscribers can access even more research at no additional cost.

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

Open Access
Difficulty and complexity of pragmatic comprehension tasks: an eye-tracking pilot study of advanced Polish users of English

March 19, 2026

Iwona Dronia, Agnieszka Ślęzak-Świat

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This study examined the complexity and difficulty of pragmatic comprehension in reading tasks introduced to 30 English L2 students (Polish L1 users) of undergraduate studies in English philology. In the context of L2 language learning, task complexity is defined as the demands imposed by a task’s linguistic complexity, and difficulty as learners’ perceptions of the demands imposed by tasks. The three reading tasks included speech acts of apologizing, requesting, and complimenting. The study involved assessing the readability measures of the task in Text Inspector and Grammarly, eye-tracked measures of total fixation durations, average and the sum of fixation counts for each word and the whole task, re-reading ratio, total duration of interest, total reading duration recorded by Tobii Pro X3-120, and a mini post-task interview transcribed by Sonix. The preliminary findings show that tasks rated as lexically and structurally easy by both students and automated tools (Grammarly and Text Inspector) nevertheless elicit oculomotor behaviour that reflects complex processing demands for the average reader. There seems to be a lack of metapragmatic awareness among advanced Polish speakers of English, which is essential to choosing correct answers and making pragmatic inferences from texts.
Open Access
The influence of linguistic features on L2 Chinese writing quality among students with various L1 backgrounds

March 19, 2026

Xinye Zhang, Siyu Zhu, Yuan Yao, Shulin Yu, Wanru Pang, Xinhua Zhu

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Recent studies with automatic text analyzers have explored linguistic measures for predicting writing quality, mostly in English texts by diverse learners. However, research on L2 writing in non-alphabetic languages among students with varied L1 backgrounds remains scarce. This study examines how lexical and syntactic complexity affect writing quality in Chinese-as-a-Second-Language (CSL) students in Hong Kong, using 340 samples from 115 secondary school students with diverse L1 backgrounds. Linear mixed-effects analysis reveals that linguistic indices, including lexical richness and syntactic complexity serve as strong predictors of writing quality, with the combination of logarithmic Type-Token Ratio (LTTR) and syntactic measures (i.e., noun phrase frequency, tree depth, and coordinate phrase usage) explaining 68.5% of the variance. Error analysis demonstrates that L1 word order significantly influences both linguistic complexity patterns and error distributions, with SVO-L1 students demonstrating superior performance compared to other groups. This study extends understanding of linguistic complexity and writing quality relationships to non-alphabetic L2 languages while highlighting the mediating role of L1 typological features in shaping measurable aspects of CSL writing development. Theoretical and pedagogical implications are discussed.
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Fostering flow experience in foreign language learning: examining synergetic effects of expectancy-value beliefs and emotions

March 13, 2026

Wei Sun, Hong Shi

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Flow, an essential yet relatively understudied state in foreign language (FL) learning, has been shown to be influenced by learner motivation and emotions. However, the exact links between expectancy-value beliefs, emotions, and flow remain unclear. In this study, both person- and variable-centered approaches are combined to explore the complex relationships among expectancy-value beliefs (i.e., expectancy for success, intrinsic value, utility value, attainment value, and effort cost), FL emotions (i.e., anxiety, boredom, enjoyment, and peace of mind), and the experience of flow among 1,016 FL learners in Chinese universities. Results reveal that attainment value only predicts anxiety, while utility value exclusively predicts enjoyment, and effort cost predicts no FL emotion. Additionally, all FL emotions except anxiety predict flow. Notably, expectancy-value beliefs do not directly influence flow; instead, FL emotions, excluding anxiety, fully mediate the effects of expectancy for success and intrinsic value on flow. Enjoyment fully mediates the relationships between utility value and flow. Moreover, four distinct latent profiles are identified: high-cost, maladaptive, average-all, and adaptive. Students in adaptive and average-all profiles display higher positive emotions and flow, with lower boredom levels than other profiles. Conversely, high-cost profile students are most anxious. Theoretical and pedagogical implications are provided.
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Investigating the role of trans-semiotizing in developing a literature review: meaning entanglement across multiple timescales

March 13, 2026

Jiajia Eve Liu, Miao Yang, Yuen Yi Lo, Angel M. Y. Lin

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Developing a literature review (LR) is an essential step in nearly all academic and research work while also one of the most challenging tasks for graduate students and novice researchers. Scholars have proposed using visual tools to facilitate the development of LR. This involves trans-semiotizing – the dynamic process during which students coordinate and integrate languages and visual resources to construct and communicate academic information. However, relevant existing studies tended to focus on the textual analysis of students’ written or visual products, without paying attention to how students trans-semiotize in the academic writing process. The present study fills this gap by examining three graduate students’ perceptions and practices of trans-semiotizing in the process of developing an LR throughout a six-month English for Academic Purposes (EAP) course, where diagrammatic representations were systematically incorporated as a pedagogical intervention. Data were collected from classroom observation, students’ multimodal writing assignments and drafts, and interviews and informal communication with the students before, during and after the course. The findings illustrate that through learning and practicing with different diagrammatic representations, the students developed some trans-semiotizing strategies in the processes of academic reading, thinking, and writing across multiple timescales, and their trans-semiotizing had some positive influences on their development of the LR, particularly in the aspects of organizing structure, paragraph development, coherence and cohesion, and writer’s voice. On the other hand, the findings reveal that students’ monomodal ideologies may hinder their effective coordination of various linguistic and semiotic resources in academic communication. These findings offer crucial insights into the role of trans-semiotizing in expanding students’ communicative repertoires and fostering their academic literacy development. This paper stresses the importance of introducing and encouraging a trans-semiotizing stance when adopting multimodal approaches in academic contexts.
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Confirming the efficacy of vocabulary-enhanced L2 listening with mobile applications: the extended technology acceptance model revisited

March 13, 2026

Chia-an Lin, Hui-tzu Hsu, Chih-cheng Lin

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Vocabulary knowledge is key to improving L2 listening. Multimedia and mobile-assisted language learning (MALL) are commonly-used approaches to help learners acquire vocabulary and improve listening skills. However, research on the role of vocabulary knowledge in listening comprehension, particularly with mobile learning applications, remained limited in secondary education. The present study adopted the extended TAM validated by Hsu and Lin (2024. Factors influencing students’ listening learning performance in mobile vocabulary-assisted listening learning: An extended technology acceptance model. Journal of Computer Assisted Learning 40. 1511–1525) to examine how listening can be enhanced through vocabulary learning with the assistance of MALL applications. Researchers recruited 120 senior high school students and required them to take tests and complete the scale. Quantitative data were analyzed by partial-least-squares SEM (PLS-SEM) to provide the measurement model and the structural model. The results showed that constructs in the proposed model were validated in terms of the measurement model, confirming great reliability and validity. In the structural model, six out of eight hypotheses were supported. It was noted that behavioral intention was not directly related to learning achievements in listening, but through vocabulary enhancement, it indirectly enhanced listening scores, corroborating the importance of auditory vocabulary knowledge in listening comprehension. Pedagogical implications from this study shed lights on effects of mobile applications, confirming language learning outcomes benefitted from the combination of MALL applications.
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Taking a stance: AI generated versus student written argumentative essays

March 12, 2026

Feng (Kevin) Jiang, Ken Hyland

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The rapid rise of ChatGPT has generated considerable anxiety among teachers concerned that students might turn to large language models to write their assignments. This AI-powered language model is able to create grammatically accurate and coherent texts, thus potentially enabling cheating and undermining literacy and critical thinking skills. While research has begun to examine linguistic and rhetorical differences between AI-generated and human-authored texts, far less is known about how large language models construct authorial stance, a central component of argumentative writing and a key indicator of academic literacy. This study compares stance markers in argumentative essays written by British undergraduates with those generated by ChatGPT on the same topics. Using a corpus-based approach grounded in an established stance framework, we identify systematic differences across epistemic, attitudinal, and self-referential resources. Findings show the AI texts contained significantly fewer stance expressions, deployed a narrower lexical repertoire, and projected markedly weaker authorial presence than the student essays. We attribute these differences to the heterogeneous language data used to train ChatGPT and its underlying statistical algorithms. The results highlight both the limitations of AI-generated academic prose and the pedagogical potential of using such texts to develop students’ critical AI literacy and rhetorical awareness.
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Family language policy of bilingual couples using Esperanto as a Lingua Franca

March 9, 2026

Agnieszka Stępkowska

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This paper examines how the use of a third language in bilingual relationships has been intertwined with the experience of childrearing. Drawing on in-depth interviews with three bilingual couples speaking Esperanto, the study focuses on their Family Language Policy (FLP) to portray a private Lingua Franca (LF) used for building a shared linguistic culture. Presenting a nuanced picture of childrearing strategies adopted by these couples, this study foregrounds parental decisions and attempts to resolve issues over communication in the family, including children. The study accentuates the importance of shared responsibility for FLP encompassing a LF use between the partners. In this study, the focus is on the trilingual context emerging as a consequence of the One-Person-One-Language (OPOL) strategy towards children, and the maintenance of Esperanto between their parents. A qualitative methodology involving the aspects of a content-based analysis has been adopted to analyze the selected interview extracts. It has been argued that couples speaking Esperanto have been very active in their efforts to raise children bilingually, while constructing their own space for their LF use.
Open Access
Modelling workplace communicative competence: evidence from migrant workers in food services

March 9, 2026

Jason Fan, Ute Knoch, Michael Davey, Rohan Chandran, Annemiek Huisman, Ivy Chen, Sally O’Hagan, Maria Treadaway

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Previous models of communicative competence in applied linguistics have largely focused on general language proficiency, with few addressing the specific demands of workplace communication. This interview-based study investigated language-related challenges faced by culturally and linguistically diverse (CALD) migrant workers in the food services sector. The participants included 20 migrant workers in Australia and New Zealand and two educators responsible for training future employees. Analysis of the interview data identified two main categories of challenges: those related to language skills and knowledge, and those associated with socio-cultural and interactional competence. Findings also revealed that migrant workers drew fluidly on a wide repertoire of linguistic and non-linguistic strategies to navigate workplace communication. Based on these findings, we propose a model of workplace communicative competence that foregrounds the role of contextual facets in shaping communicative practices and emphasizes the dynamic interplay of key components that enable and sustain communicative effectiveness. This model offers a theoretical foundation for designing more effective pedagogical approaches and resources to better support CALD migrant workers, with practical implications for language training and professional development in the food services sector and beyond.
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Styles and stereotypes: English and translingual practices in the neoliberal era

March 9, 2026

Mei-Ya Liang, Chih-Cheng Wang, Shu-Ning Lee

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This study focuses on Chinese-English mixing and translingual practices under the backdrop of neoliberal multilingualism. By integrating critical discourse analysis with descriptions of sociopolitical contexts, this article presents economic and historical layers of multilingual identities and ideologies where gender, racial, and regional relations become manifest. Social media users’ critical discursive strategies, including translingual performances, multimodal quotes, affective expressions, metapragmatic discussions, and ideological manifestations, are analyzed and discussed. The analyses reveal complicated and multifaceted online translingual practices including dynamic uses of English, Taiwan Mandarin, Japanese, and other languages, scripts, symbols, and styles. While translingual practices can be performed to demonstrate linguistic diversity and fluidity, the neoliberal uses of English may stratify along socioeconomic lines or result in netizens’ resistant attitudes at the local level. By considering widely circulated styles and stereotypes in social media discourses, this study deepens our understanding of linguistic diversity and choice and associated neoliberal power structures in the workplace and civic society.
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Effects of translanguaging and task rehearsal on L2 speaking performance

March 9, 2026

Zixuan Cheng, Peijian Paul Sun

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This study investigates the effects of task rehearsal and translanguaging during strategic pre-task planning on English-as-a-foreign-language (EFL) learners’ L2 speaking performance, drawing on the complexity, accuracy, lexis, and fluency (CALF) framework. A total of 128 Chinese university EFL learners completed two parallel problem-solving monologic tasks under different planning conditions (translanguaging vs. L2-only planning) and task implementation conditions (with vs. without rehearsal). Linear mixed-effects modeling revealed that while task rehearsal improved breakdown fluency, as evidenced by reduced mid-clause pause duration, it impaired repaired fluency, leading to more frequent self-repair and repetition. However, task rehearsal had no significant effects on complexity or accuracy. Learners in the L2-only planning condition outperformed the translanguaging group in (reduced) mid-clause pausing and (faster) speech rate, suggesting greater formulation efficiency under L2-only planning. Importantly, a significant interaction effect of rehearsal and language planning on L2 speech performance was observed, showing that while rehearsal reduced pausing and increased speech rate under L2-only planning, it increased speech rate without alleviating pausing under translanguaging planning. Interpreted through Levelt’s speech production model and Skehan’s limited attentional capacity framework, the interaction effect indicates that task rehearsal may support conceptualization while imposing additional processing demands at the formulation stage in the translanguaging condition. The study concludes with implications for task design and the strategic integration of translanguaging in L2 speaking instruction.
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Framework for organizing error correction strategies in the L2 classroom

March 6, 2026

Ali Shehadeh

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Error correction is vital for maintaining interactive conversation flow. In second/foreign language (L2) learning, in particular, error correction has received considerable attention from researchers in the last three decades. Nevertheless, several classroom-based studies have observed that L2 teachers tend to use the least effective error correction strategy in their teaching (other-initiation other-correction). With the classroom teacher in mind, this article seeks to answer the question “How can teachers organize error correction strategies in their L2 classrooms effectively to facilitate communication and learning?” Informed by conversational analysis research findings in L1 and L2 contexts, the perceived role of learner output and self-correction in L2 learning, the article proposes a practical framework for classroom teachers comprising two scenarios, each consisting of three procedures that are organized sequentially from the most to the least preferred and effective based on the procedures’ potential to facilitate communication and learning. The article concludes by emphasizing that the proposed framework is meant to assist L2 teachers make principled decisions when correcting learner errors in their classrooms based on research-informed knowledge and their specific educational context.
Open Access
Translanguaging, learner autonomy and out-of-class learning of Chinese: the case of Liebao

March 6, 2026

Sen Chen, Roula Tsokalidou

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In contrast to a number of studies focusing on class-based translanguaging practices, this study presents a longitudinal case study of a Greek learner of Chinese as an additional language in out-of-class contexts, the second author of this paper, revealing her translanguaging practices during the process of her autonomous language learning. Specifically, we studied her posts on WeChat (a popular Chinese social media platform) and notes from her language learning diaries. We then, through content analysis, attempted to shed light on the learner’s use of translanguaging practices. The findings reveal that translanguaging plays a constructive role in facilitating the mobilization of the use of multiple semiotic resources, while it allows for the enhancement of the learner’s sense of belonging in a community of speakers of Chinese as an additional language. Through these approaches, the learner has developed the autonomy to take control for her own learning processes. We hope that this study can have ramifications that extent beyond the narrow scope of one Greek learner of Chinese and can function as a useful case within the broader area of the learning and teaching of Chinese as an additional language.
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Delving into the role of teacher respect and support in predicting Chinese EFL learners’ willingness to attend classes: a sequential mixed-methods study

March 5, 2026

Shuxia Bai, Yunxian Guo

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While teachers’ interpersonal behaviors play a seminal role in successful L2 education, they have not received adequate research attention. By adopting rhetorical/relation goal theory, this mixed-methods study examined the role of two instances of instructor interpersonal behaviors: teacher respect and support, in low-proficiency Chinese EFL learners’ willingness to attend classes (WTAC). For the quantitative phase, three close-ended scales were administrated to 387 Chinese university students majoring in arts and physical education. For the qualitative phase, semi-structured interviews were conducted on 17 of the participants. Results of the confirmatory factor analysis (CFA) approved the factor structure and validity of the three scales. Results of the multiple regression and Structural Equation Modeling (SEM) analyses revealed that both teacher respect and teacher support were strong positive predictors of low-proficiency EFL learners’ WTAC, with teacher support showing a stronger predictive force. Further thematic analysis of qualitative data utilizing NVivo 20 identified four categories of teacher-, student-, context-, and task-related factors influencing students’ class presence tendency. Among them, teacher-related factors and its sub-category, teacher interpersonal factors, were identified as core determinants of WTAC. The study concludes by discussing its theoretical and pedagogical implications and offering suggestions for future research.
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A relational approach to social class in language teaching

March 4, 2026

William Simpson

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This article builds upon recent work on inequality, which calls for those nearer the top of the social ladder to be brought into the conversation. Through a relational notion of social class, the article argues that those in positions of disadvantage, marginalisation, or oppression are best understood when seen in their relations to those who are privileged, centred, or in positions of power and command over them. Drawing on interview data with language teachers in the UK, the US, Chile, Argentina, and Spain, this article asks how language teachers construct discourses of themselves in the role of labour, in relation to employers and owners of language learning institutions in the role of capital. Social class is often seen in terms of a general trend of a disidentification of the working class , where expressions of class solidarity or antagonism in relation to an employing capitalist class are seen as taboo, outdated, or irrelevant. However, participants in this research talked at length about their dissatisfaction with the injustices of the class relations they reproduced at work, through discourses of legality, ethics, and exploitation at work. The article concludes with a call to examine the interrelatedness of forms of exploitation in society beyond labour and capital in the workplace.
Open Access
Emerging conventions in GenAI disclosure: how applied linguistics scholars disclose AI use

March 4, 2026

Benjamin Luke Moorhouse, Hassan Nejadghanbar, Chenze Wu, Harmandeep Kaur, Marie Alina Yeo

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This study examines how applied linguistics authors report the use of generative AI (GenAI) in published research, addressing the ongoing ambiguity around acceptable practices, required disclosure, and informational sufficiency. We conducted a systematic content analysis of 3,384 research articles published between September 2024 and August 2025 in 84 SSCI-indexed applied linguistics journals, focusing on the formal disclosure sections (acknowledgements, declarations and additional information). Only 4.2 % of the articles included any AI-related disclosure: 2.8 % declared use and 1.4 % declared non-use, with reporting concentrated in a minority of journals, indicating policy-driven effects. When present, disclosures most commonly appeared as standalone statements, naming specific tools (especially ChatGPT and Grammarly) and describing language-focused purposes (editing, clarity and proofreading). Human accountability clauses were frequent, asserting author review and responsibility; explicit statements of non-use were brief and standardized in some venues. Limited reporting of data-related uses (e.g., data translation and instrument design) were found. We propose proportionate, structured templates and placement guidance to enhance transparency, comparability, and GenAI literacy for research article writing in applied linguistics.
Open Access
Semi-incidental collocation learning from reading: effects of repeated exposure, prior vocabulary knowledge, congruency, and association strength

March 4, 2026

Inés de la Viña, Gloria Chamorro, Christina S. Kim

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This study examined the effect of repeated exposure on semi-incidental collocation learning, while also exploring the extent to which learner-related (prior vocabulary knowledge), and item-related factors (congruency, association strength) can modulate its effect. In an experiment using a Latin-square design, eighty-two learners of English at a university in Spain read a series of academic texts that included 18 collocations at different frequencies of exposure (1, 3, and 5). A control group did not undergo any treatment. Collocation gains were measured by a form recall and a form recognition posttest immediately after the treatment and two weeks later to explore the long-term effects of the treatment. Results from mixed-effects regression modelling showed a positive effect of repetition on learning gains, although not always statistically significant. Prior vocabulary knowledge interacted with repetition, suggesting that the facilitative effect of increased repetition decreases for L2 learners with a larger vocabulary. Congruency and association strength affected form recall only.
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Reasserting the bedrock of personal experience: a semiological defense of anthropocentric linguistics

March 4, 2026

Adrian Pablé

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This article critiques the rise of posthumanist linguistics and emphasizes the need to reaffirm an anthropocentric perspective grounded in personal linguistic experience. Posthumanist approaches (weirdly) expand the boundaries of linguistic inquiry, incorporating non-human actors, artefacts, the dead, and spectral entities, while challenging traditional notions of language. Adopting a posthumanist stance shifts the focus away from the uniquely reflexive and experiential dimensions that make language inherently human. Drawing on Roy Harris’ integrationism (Harris 1996. Signs, language and communication . London & New York: Routledge, 1998. Introduction to integrational linguistics . Oxford: Pergamon) and the radical indeterminacy of signs in both form and meaning (Harris 2009a. Integrationist Notes and Papers 2006–2008 . Gamlingay: Bright Pen), this paper champions a lay-oriented approach to human communication that rejects metaphysics and theoretical abstraction, instead viewing communicational activities as semiologically integrated. By analyzing posthumanist paradigms, including animal linguistics and ghostly voices, the article points to the conceptual and epistemological limitations of decentering human agency in favor of language-as-assemblage and language-as-distributed ontologies. Accordingly, this paper calls for reclaiming language studies as a discipline that recognizes the profound complexity of human sign-making, anchoring linguistic inquiry in everyday semiological experience.
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Student engagement with written feedback in second language writing: a systematic methodological review

March 4, 2026

Jinghua Qian, Danli Li, Shaofeng Li

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Student engagement with written feedback has gained increasing scholarly attention in second language (L2) writing research. However, conceptual and methodological inconsistencies remain across empirical studies. This systematic methodological review synthesizes 76 empirical studies published between 2004 and May 2025 in SSCI-indexed journals, aiming to provide a comprehensive understanding of how student engagement with written feedback has been theorized, conceptualized, operationalized, and investigated. Guided by PRISMA 2020 guidelines, the review identifies dominant theoretical and conceptual frameworks (e.g., sociocultural theory, self-determination theory, engagement, and others), highlights varied conceptualizations across cognitive, behavioral, affective, social, and agentic dimensions, and maps major operational sub-dimensions. Methodologically, most studies adopt case study or mixed-methods designs, combining data sources such as writing drafts, interviews, stimulated recalls, and surveys. The review reveals a geographical concentration in East Asia, small sample sizes, and a focus on higher education contexts. Writing genres include argumentative and academic writing, with feedback provided by teachers, peers, or artificial intelligence tools. This study contributes to offering methodological trends and future directions for research on the dynamic interplay between feedback and student engagement in L2 writing.
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‘Our family’ as discursive and biographical space: notes for a sociolinguistics of family

March 3, 2026

Adriana Patiño-Santos, Eva Codó

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In this paper we aim to articulate an interdisciplinary research agenda for the study of multilingual families that draws upon and transcends existing theorisations in the fields of language socialisation and family language policy. We understand family as a discursive space, where members negotiate not only what counts as valid knowledge, that is, the language repertoires that matter to them, but also who they are, the social relations they establish, and how they want to be seen socially. Family knowledge is transmitted through everyday communicative practices, mostly rituals and shared family stories. This transmission entails a continual renegotiation and adjustment, according to the different life circumstances each family member is experiencing. We argue that the notion of discursive space enables a socio-historically situated understanding of family as a social space of both consensus and dissensus where members’ trajectories ultimately shape what and how knowledge is distributed. Methodologically, family as a discursive space is captured through the longitudinal/biographical ethnographic study of the situated idea of ‘our family’. This notion is mobilised by family members either to align or misalign themselves with what others aim to transmit. We illustrate how ‘our family’ is done and displayed by drawing on Clara’s case. Clara, a Catalan-speaking mother decides to raise her children in English. She engages in a set of family activities to expose her children to English from birth. Being an English-speaking family in a Catalan context becomes a family project in need of discursive normalisation, to which even the husband, who does not speak the language well, agrees. Our analysis brings together data collected from a virtual ethnography conducted during the pandemic. With this paper, we aim to contribute a new research programme to studies of multilingual families that places centre stage a thorough understanding of the notion of family, and how it is done and displayed.
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Acquiring the pragmatics of English intensifiers: L2 acquisition challenges and pedagogical implications

February 25, 2026

Weiqin Wang

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This study investigates the role of pragmatics in L2 acquisition, with a focus on the pragmatic functions of English intensifiers like fairly and absolutely , as well as their associated acquisition challenges. It highlights that intensifiers operate not merely as grammatical devices but also as pragmatic markers and communicative tools, whose usage is shaped by contextual, sociocultural, and identity-related factors. However, L2 learners frequently struggle with issues such as overgeneralization, L1 transfer, and inadequate exposure to authentic input, resulting in pragmatic inaccuracies or unnatural language production. To mitigate these challenges, the study advocates for integrated pedagogical strategies combining explicit and implicit instruction. This includes cultivating pragmatic awareness, incorporating authentic materials, and implementing contextualized output tasks, e.g., role-plays, discourse completion activities. The findings emphasize pragmatic-focused instruction in fostering learners’ ability to employ intensifiers effectively in cross-cultural communication, while also proposing avenues for future research in L2 pragmatic acquisition and pedagogy.
Open Access
Constructing an imagined diaspora: pride and marginalization of Nepali ethnic identity and language in the linguistic landscape of Hong Kong

February 19, 2026

Guangxiang Leon Liu, Prem Phyak

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Building on “imagined community” (Anderson, Benedict. 2006. Imagined communities: Reflections on the origin and spread of nationalism , 3rd edn. New York: Verso; Woldemariam, Hirut & Elizabeth Lanza. 2015. Imagined community: The linguistic landscape in a diaspora. Linguistic Landscape 1(1–2). 172–190), this study examines the construction of an imagined Nepali diaspora in the linguistic landscape (LL) of Hong Kong. Adopting “walking ethnography” (Ingold, Tim & Jo Lee Vergunst (eds.). 2008. Ways of walking: Ethnography and practice on foot . Farnham, UK: Ashgate), we collected LL photos, street interviews, and field notes from thirteen streets in Hong Kong. A multimodal critical discourse analysis (MCDA) approach was utilized to analyze how meanings in the LL are constructed to serve certain social purposes through the assemblage and orchestration of linguistic texts, color, layout, materiality, texture, foregrounding, and even graphic shape. Our findings show that special branding strategies that communicate both informative and symbolic purposes are employed to construct an imagined Nepali community with a strong link with the homeland, Nepal. In addition, multimodal resources are drawn upon to invite Nepali LL sign readers to negotiate their ethnic identity in the imagined diasporic community in the host society. We also shed light on how diasporic Nepali ethnic identity in the LL is contested against the broader backdrop of social marginalization and commercialization that the Nepali people endure in the city.
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Unlocking linguistic potential: exploring translanguaging perceptions among EFL students in Turkey

February 13, 2026

Ömer Gökhan Ulum

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This study investigates the perceptions of translanguaging among 349 EFL university students in Turkey through a mixed-methods design integrating quantitative and qualitative approaches. A bespoke survey instrument, rigorously validated through factor analysis (KMO = 0.923; X 2 = 7,260.278, df = 484, p < 0.001), was developed to measure students’ attitudes towards translanguaging across four factors: Translanguaging Conception, Confidence in Translanguaging, Academic Impact, and Cultural Awareness. The instrument demonstrated high reliability, with Cronbach’s Alpha values ranging from 0.837 to 0.927. Complementing the survey, scenario-based techniques were employed with 25 participants to capture in-depth qualitative data. Quantitative findings revealed positive perceptions of translanguaging, with the highest mean scores reflecting its role in enhancing language learning and cultural understanding (M = 2.9351, SD = 0.91823). Gender, age, and institutional differences emerged, with female, younger, and state university students expressing more favourable views (e.g., T = −4.19, p < 0.00003). Qualitative analysis, supported by thematic coding (Cohen’s Kappa = 0.89), highlighted students’ confidence and empowerment while identifying challenges such as cognitive load and social pressures. The results underscore translanguaging’s potential to foster inclusive and dynamic language education while emphasising the need for context-sensitive implementation.
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Conceptualizing critical AI literacy in writing education: power dynamics in Chinese EAL students’ negotiations with GenAI

February 3, 2026

Yachao Sun

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Generative artificial intelligence (GenAI) is rapidly reshaping writing education, yet discussions of AI literacy often foreground tool knowledge and strategic use without adequately theorizing how power operates in AI-mediated literacy practices. This article conceptualizes Critical Artificial Intelligence Literacy (CAIL) in writing education by integrating power dynamics into existing accounts of digital, critical, and AI literacies. Drawing on a qualitative case study of five Chinese English as an Additional Language (EAL) students, the study analyzes screen recordings, written drafts, and semi-structured interviews to examine how students negotiate AI across algorithmic outputs, linguistic expression, cultural reference, and learner agency. Findings show that AI’s authoritative-sounding language and uneven reliability position students as vigilant evaluators who corroborate information, manage citation risk, and recalibrate trust. Students also navigate tensions between AI-driven standardization and personal voice, and between homogenized cultural framings and situated cultural meaning-making. Across these negotiations, writing emerges as a posthuman, distributed activity in which agency is co-produced within human–AI assemblages, making empowerment contingent on learners’ capacity to critically attribute, contest, and strategically incorporate AI contributions. The article argues that CAIL should be conceptualized as the development of AI-related knowledge and strategies together with reflective understanding of the power dynamics shaping AI-mediated writing.
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Exploring the role of task-based goal orientations and control-value appraisals in Chinese as a second language writing performance

January 28, 2026

Haijing Zhang, Fangwei Huang

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Task-based language learning has gained prominence as an important approach that promotes successful second language acquisition, particularly second language (L2) writing. Yet, the mechanisms through which motivational and cognitive factors collaboratively influence learners’ L2 writing task performance remain underexplored, particularly in Chinese-as-a-second-language (CSL) contexts. To address this gap, this study, grounded in the control-value theory (CVT), employed partial least squares structural equation modeling to investigate how distal motivational antecedents (extrinsic and intrinsic goal orientations) and proximal cognitive appraisals antecedents (control and value appraisals) jointly influence narrative writing task performance among CSL learners. The results revealed that neither intrinsic nor extrinsic goal orientations directly predicted task performance, but both significantly predicted control and value appraisals. Control appraisals positively predicted task performance, whereas value appraisals negatively predicted task performance. In addition, control appraisals mediated the relationships between both goal orientations (extrinsic and intrinsic) and task performance, while value appraisals only mediated the relationship between intrinsic goal orientation and task performance. This study contributes to the extension of CVT into task-based language learning in CSL contexts, providing significant pedagogical implications for L2 writing.
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.
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.
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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.
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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.
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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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.
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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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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.
Open Access
Corrigendum

February 11, 2025

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Issue 2

Special Issue: From Translanguing to Transknowledging; Guest Editors: Yang Song and Angel M. Y. Lin

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

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Volume 17 | Issue 2 Special Issue: From Translanguing to Transknowledging; Guest Editors: Yang Song and Angel M. Y. Lin

Journal Impact Factor	3.4	2024, Journal Citation Reports (Clarivate, 2025)
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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 Editor
Yunpeng Du
alr@degruyter.com

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 Kirkpatri ck (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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