Overview
Editor-in-Chief: Glenn Stockwell
First Published: April 2018
Frequency: Continuous Online Publication
ISSN: 2209-0959 (Online)
Aims & Scope
The Australian Journal of Applied Linguistics is a peer-reviewed international open access journal focussing on all areas of applied linguistics including natural and instructed second language acquisition, pragmatics, language learner identity, code-switching, translanguaging, language teaching methods, language change, language policy, language teacher education, approaches to language teaching and learning, the use of technology in language teaching and learning, theories of second language acquisition, cognitive and social aspects of language learning, and other relevant areas of research. Submissions presenting research about teaching and/or learning any human language or languages are welcome from any part of the world. The journal encourages the following types of submissions:
Empirical studies exploring how languages are learned, including factors influencing language acquisition in naturalistic and instructional settings
Research investigating language teaching practices, curriculum development, and teacher education
Studies on the integration of technology in language teaching and learning, including AI and CALL-related research
Analyses of sociocultural, political, and identity-related dimensions of language learning and use
Theoretical or conceptual papers offering new insights or critiques relevant to applied linguistics
Cross-linguistic and cross-cultural comparisons that inform applied linguistic theory or practice
Policy-focused research addressing language education, multilingualism, or language planning
Systematic reviews or meta-analyses that synthesise key findings across studies in applied linguistics
Innovative methodologies or research designs in language learning and applied linguistics research
Position papers that present well-argued perspectives on key issues in applied linguistics, propose new theoretical directions, or critically engage with existing debates in the field. These papers should be grounded in relevant literature and aim to stimulate scholarly discussion or offer implications for practice and policy
Journal Metrics (2025):
CiteScore: 2.2 (79th percentile)
H-Index: 7
SJR: 0.408
Journal Rankings (2025):
Linguistics & Language: 249/1221 (Scopus Q1)
Social Sciences (Education): 823/1698 (Scopus Q2)
Speed/Acceptance
5 days from submission to first editorial decision
69 days to submission to accept
9 days from accept to online publication
7% acceptance rate
Publication Details
This is an open access journal.
All articles are freely available immediately on publication.
There are no fees to submit to this journal, but article processing charges are required once a manuscript has been accepted for publication. These fees are available here.
Publisher Information
Ground Level, 470 St Kilda Road
Melbourne VIC 3004 Australia
Email: journals@castledown.com
Peer Review Process
The Australian Journal of Applied Linguistics uses a double-blind peer review process where manuscripts that are sent out for review (i.e., those that pass through the initial check for length, quality, and relevance by the Editor-in-Chief) will be sent to at least two reviewers who will provide their feedback to the Editor-in-Chief in a timely manner, preferably within three weeks. In the case of a split decision, additional reviewers will be assigned to the manuscript to ensure a fair review process. Please note that this may delay the final outcome of the review. For special issues, the guest editor(s) of the issue will assign reviewers and recommend an outcome to the Editor-in-Chief, who makes the final decision about whether to accept the manuscript.
This Special Issue (SI) focuses on the transformative role of Generative Artificial Intelligence (GenAI) in reshaping pedagogy, assessment, feedback, and professional practices within English Medium Instruction (EMI) contexts.
This special issue seeks to bring together research at the intersection of generative AI and L2 listening. The aim is to advance a more coherent and evidence-based understanding of how GenAI can support listening development across diverse contexts, learner populations, and instructional approaches.
A note on article page numbering:
From 2024, this journal has moved to a continuous online publication model. This means that the article can be published quickly after it has been accepted without waiting for the next issue, typically within 7-10 days after acceptance. To streamline this process, we have opted to use the article reference number for the page numbers in the recommended citation. Articles will retain page numbers, but they will all commence from page 1 to avoid the potential of errors with articles from the same issue going through production simultaneously, meaning the article reference number is used to identify articles within an issue rather than the page numbers.
