Submissions

Regular Articles

Manuscripts should include a relevant and up-to-date review of the literature to position the research, drawing on work published in reputable journals in the field. Empirical research should be described based on an appropriate, robust methodology, providing information about the subjects, instruments used, duration of the study, and the data collection and analysis methods. Results should be clear and unambiguous and should show a clear relationship with the methodology. The discussion should relate the results to the research questions and/or objectives, and a separate conclusion that outlines the implications of the study in terms of practice and further research. Manuscripts that do not include empirical research should exhibit sufficient insights into the issue being discussed.

Manuscripts should be between 6,500 and 8,000 words in length, inclusive of all text, references, tables, figures, and appendices. Manuscripts that fall outside this range may not be considered for review.

Regular articles consist of the following types:

- 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

Special Issue: The Emotional Landscape of Applied Linguistics in Digital Spaces

The ascendance of digital platforms in applied linguistics has not only transformed learning dynamics but also deeply intertwined emotional elements with digital interfaces. As applied linguistics evolves to embrace online modalities—from language apps to virtual classrooms—it is imperative to deeply understand the affective dimensions of these spaces. Building upon the ‘affective turn’ highlighted by scholars like Pavlenko (2013), there emerges a crucial need to explore emotional constructs within digital realms of applied linguistics. While significant research has explored the emotional intricacies of language teaching and learning in physical spaces (e.g., Benesch, 2017; Gkonou et al., 2020; Martínez Agudo, 2018; Pentón Herrera & Martínez-Alba, 2022), the novel emotional terrains presented by digital platforms are relatively uncharted. This growing significance of virtual environments underscores the urgency to navigate these new emotional landscapes, which profoundly impact both the pedagogical practices and the theoretical foundations of applied linguistics.

This special issue aspires to bridge this gap, offering a dedicated platform for researchers and practitioners to delve into the intersection of emotions in digital spaces within applied linguistics. Our goal is to bring forth contributions that precisely concentrate on this digital-emotional nexus, shedding light on how emotions are elicited, processed, and expressed in the context of online language education.

Potential Areas of Exploration:

Innovations in Theory:
• Emotions, digital identity, and online linguistic interactions.
• Affective implications of AI and machine learning in applied linguistics.
• Socio-cognitive and ecological views on emotions in digital language settings.
Innovations in Research:
• Pioneering methodologies like sentiment analysis and digital ethnographies for capturing
emotions in applied linguistic studies.
• Longitudinal assessments of emotional journeys within online linguistic courses.
• Emotion evaluations in diverse digital applied linguistics platforms.
Innovations in Praxis:
• Strategies for fostering emotionally resilient online linguistic communities.
• Incorporating emotional intelligence in the design of digital linguistic tools.

Special Issue: Professional Development: Reflections on Informal Initiatives and Self-Directed Strategies

This special issue seeks to bring together global perspectives on diverse professional development pathways in language education, with a focus on both informal initiatives and self-directed Strategies. Our aim is to foster a comprehensive understanding of how teachers can successfully navigate professional growth in the context of rapid technological change. By addressing key issues and showcasing successful models, we hope to provide actionable insights for educators, researchers, and policymakers alike.

We invite submissions on, but not limited to, the following topics:

• Innovative approaches to equipping teachers with skills in language education.
• Narratives of individual teachers navigating their own professional growth in language education.
• Reflections on overcoming barriers such as technological unfamiliarity or limited resources.
• Role of online platforms, communities, and open-access resources in supporting SDPD.
• Identification of barriers to effective professional development and strategies for mitigation.
• Collaborative efforts and peer networks for fostering teacher-led initiatives.
• Creation, dissemination, and use of freely available resources for professional development.
• Self-directed strategies to curate and leverage open-access tools for maximum impact.
• Balancing top-down and bottom-up approaches in professional development initiatives.
• Exploring peer mentorship, cross-generational teaching partnerships, and informal coaching.

Submissions may take various forms, including research articles, case studies, reflective essays, or practical how-to guides. We particularly welcome papers that offer transferable models or frameworks that can inspire and inform professional development efforts in different educational contexts. Contributions that emphasize the creation, dissemination, and use of freely available resources will be highly valued, as they align with our commitment to making professional development accessible to all educators.