Australian Review of Applied Linguistics

The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to:

· Analysis of discourse and interaction
· Assessment and evaluation
· Bi/multilingualism and bi/multilingual education
· Corpus linguistics
· Cognitive linguistics
· Language, culture and identity
· Language maintenance and revitalization
· Language planning and policy
· Language teaching and learning, including specific languages and TESOL
· Pragmatics
· Research design and methodology
· Second language acquisition
· Sociolinguistics
· Language and technology
· Translating and interpreting

There are three issues of ARAL per year including a special issue focusing on critical aspects and developments in the field.

ARAL publishes its articles Online First.

John Benjamins Publishing Company is the official publisher of the journal, as of Volume 39 (2016).
Additionally, thematic issues have appeared in Australian Review of Applied Linguistics. Series S.
Sample issue: ARAL 40:1
Rhonda Oliver | Curtin University | araleditor at
Sender Dovchin | Curtin University
Review Editor
Julian Chen | Curtin University
Editorial Assistant
Tatiana Bogachenko | Curtin University
Editorial Board
Gary Barkhuizen | University of Auckland
Chris Davison | University of New South Wales
Andy Kirkpatrick | Griffith University
Ute Knoch | University of Melbourne
Li Wei | University College London
Joseph Lo Bianco | University of Melbourne
Ian G. Malcolm | Edith Cowan University
Gillian S. Dr. Martin | Trinity College Dublin
Howard Nicholas | La Trobe University
Lourdes Ortega | Georgetown University
Alison Phipps | University of Glasgow
Ingrid Piller | Macquarie University
Angela Scarino | University of South Australia
Lawrence Jun Zhang | University of Auckland
Subscription Info
Current issue: 43:2, available as of July 2020

General information about our electronic journals.

Subscription rates

All prices for print + online include postage/handling.

Online-only Print + online
Volume 44 (2021): 3 issues; ca. 300 pp. EUR 148.00 EUR 168.00
Volume 43 (2020): 3 issues; ca. 300 pp. EUR 148.00 EUR 168.00

Individuals may apply for a special subscription rate of EUR 70.00 (online‑only: EUR 65.00)
Private subscriptions are for personal use only, and must be pre-paid and ordered directly from the publisher.

Available back-volumes

Online-only Print + online
Complete backset
(Vols. 1‒42; 1977‒2019)
97 issues;
12,581 pp.
EUR 3,360.00 EUR 4,810.00
Volume 42 (2019) 3 issues; 300 pp. EUR 145.00 EUR 165.00
Volume 41 (2018) 3 issues; 300 pp. EUR 141.00 EUR 160.00
Volume 40 (2017) 3 issues; 300 pp. EUR 137.00 EUR 155.00
Volume 39 (2016) 3 issues; 300 pp. EUR 137.00 EUR 150.00
Volumes 29‒38 (2006‒2015) 3 issues; avg. 329 pp. Open Access EUR 110.00 each
Volumes 1‒28 (1977‒2005) 2 issues; avg. 288 pp. EUR 100.00 each EUR 110.00 each

Volume 43 (2020)

Volume 42 (2019)

Volume 41 (2018)

Volume 40 (2017)

Volume 39 (2016)

Volume 38 (2015)

Volume 37 (2014)

Volume 36 (2013)

Volume 35 (2012)

Volume 34 (2011)

Volume 33 (2010)

Volume 32 (2009)

Volume 31 (2008)

Volume 30 (2007)

Volume 29 (2006)

Volume 28 (2005)

Volume 27 (2004)

Volume 26 (2003)

Volume 25 (2002)

Volume 24 (2001)

Volume 23 (2000)

Volume 22 (1999)

Volume 21 (1998)

Volume 20 (1997)

Volume 19 (1996)

Volume 18 (1995)

Volume 17 (1994)

Volume 16 (1993)

Volume 15 (1992)

Volume 13 (1991)

Volume 13 (1990)

Volume 12 (1989)

Volume 11 (1988)

Volume 10 (1987)

Volume 9 (1986)

Volume 8 (1985)

Volume 7 (1984)

Volume 6 (1983)

Volume 5 (1982)

Volume 4 (1981)

Volume 3 (1980)

Volume 2 (1979)

Volume 1 (1977/78)

Latest articles

6 August 2020

  • Repetitive bundles in Malaysian learner writing
    Siti Aeisha Joharry
  • Variation in experiencing boredom during self-directed learning in a virtual world: The case of one English major
    Mariusz Kruk
  • 31 July 2020

  • Identities and beliefs across time and space: A case study of a university student’s second language learning trajectory
    Chit Cheung Matthew Sung
  • 28 July 2020

  • “I’m kind of agnostic”: Belief discourse by second-generation migrants in a religious classroom
    Nirukshi Perera
  • H. Reinders, D. NunanB. Zou (Eds.). 2017. Innovation in language learning and teaching: The case of China
    Reviewed by Yuehai Xiao, Yunzhuo Ma & Wenting Chen
  • 8 July 2020

  • Indonesian language education in Australia: Patterns of provision and contending ideologies
    Michelle Kohler
  • 3 July 2020

  • ‘Is this normal?’: Examining sex education in a corpus of magazine advice columns
    Georgia Carr | ARAL 43:2 (2020) pp. 145–168
  • Taking DDL online: Designing, implementing and evaluating a SPOC on data-driven learning for tertiary L2 writing
    Peter Crosthwaite | ARAL 43:2 (2020) pp. 169–195
  • Ten years of print media coverage of NAPLAN: A corpus-assisted assessment
    Nicole Mockler | ARAL 43:2 (2020) pp. 117–144
  • How Learner Corpus Research can inform language learning and teaching: An analysis of adjective amplification among L1 and L2 English speakers
    Martin Schweinberger | ARAL 43:2 (2020) pp. 196–218
  • Laurence Anthony. 2018. Introducing English for specific purposes
    Reviewed by Hien Hoang | ARAL 43:2 (2020) pp. 219–223
  • Corpus linguistics and education in Australia
    Monika Bednarek, Peter Crosthwaite & Alexandra I. García | ARAL 43:2 (2020) pp. 105–116
  • 5 June 2020

  • Ergoic framing in New Right online groups: Q, the MAGA kid, and the Deep State theory
    Ondřej Procházka & Jan Blommaert
  • 29 May 2020

  • The discursive (mis)representation of English language proficiency: International students in the Australian media
    Agnes Bodis
  • 29 April 2020

  • The interplay of avatar identities, self-efficacy, and language practices
    Julian ChengChiang Chen
  • 24 March 2020

  • How do learners engage with oral corrective feedback on lexical stress errors? Effects of learner engagement on the working of corrective feedback
    Hooman Saeli, Mohammadreza Dalman & Payam Rahmati
  • 20 March 2020

  • Applying semantic gravity wave profiles to develop undergraduate students’ academic literacy
    Mark Brooke
  • Andrew Simpson. 2019. Language and society: An introduction
    Reviewed by Tyler Barrett
  • 19 March 2020

  • A layered investigation of Chinese in the linguistic landscape: A case study of Box Hill, Melbourne
    Xiaofang Yao & Paul Gruba
  • 11 March 2020

  • Editorial
    ARAL 43:1 (2020) pp. 1–3
  • 20 February 2020

  • Exploring the effects of web-based communication tasks on the development and transferability of audience awareness in L2 writers
    Miyuki Sasaki, Kyoko Baba, Ryo Nitta & Paul Kei Matsuda
  • 13 January 2020

  • Writing for engineering: A comparison of student and industry texts
    Claire Simpson-Smith | ARAL 43:1 (2020) pp. 79–99
  • “What we do and don’t do”: Defining team in the discourse of academic learning advisers’ post-consultation notes
    Jay M. Woodhams | ARAL 43:1 (2020) pp. 52–78
  • 19 December 2019

  • Changes to teachers’ knowledge base: Do they make a difference to students’ writing outcomes?
    Leimin Shi & Honglin Chen | ARAL 43:1 (2020) p. 4
  • Discursive constructions of the viewing of a bathroom as a linguistic landscape in a shared home
    Tu Tran, Donna Starks & Howard Nicholas | ARAL 43:1 (2020) pp. 29–51
  • Ricky Lam. 2018. Portfolio assessment for the teaching and learning of writing
    Reviewed by Arif Bakla | ARAL 43:1 (2020) pp. 100–103
  • 10 December 2019

  • Editorial
    ARAL 42:3 (2019) pp. 221–223
  • 18 October 2019

  • Teaching in linguistically and culturally diverse secondary schools: How far have we come?
    Margaret Gleeson & Chris Davison | ARAL 42:3 (2019) pp. 301–321
  • 14 October 2019

  • Tim McNamara. 2019. Language and subjectivity
    Reviewed by Ali Derakhshan | ARAL 42:3 (2019) pp. 330–333
  • 10 September 2019

  • Exploring a possible relationship between the attitude of experienced English learners towards Australian English and their L2 motivation: “Sometimes [Australian English] sounds like a duck”
    Florence Farley & Elke Stracke | ARAL 42:3 (2019) pp. 224–250
  • Language programming in rural and regional Victoria: Making space for local viewpoints in policy development
    Yvette Slaughter, Joseph Lo Bianco, Renata Aliani, Russell Cross & John Hajek | ARAL 42:3 (2019) pp. 274–300
  • 8 August 2019

  • Pejman HabibieKen Hyland (Eds.). 2019. Novice writers and scholarly publication: Authors, mentors, gatekeepers
    Reviewed by Kimkong Heng | ARAL 42:3 (2019) pp. 322–329
  • 15 July 2019

  • A criterion-based approach to oral feedback on thesis writing: An analysis of supervisor and academic literacy advisor feedback
    Bronwen Patricia Dyson | ARAL 42:3 (2019) pp. 251–273
  • Linguistic landscapes: An experiential learning project for developing intercultural competence
    Anikó Hatoss | ARAL 42:2 (2019) pp. 146–170
  • Theoretical and practical considerations in the design of an intercultural communication course
    Teresa Yi-jung Hsieh | ARAL 42:2 (2019) pp. 171–191
  • Conceptualizing language, culture and intercultural communication in higher education languages programs
    Paul J. Moore & Adriana Díaz | ARAL 42:2 (2019) pp. 192–213
  • Developing intercultural learning capabilities: A case study in higher education
    Fiona O’Neill, Jonathan Crichton & Angela Scarino | ARAL 42:2 (2019) pp. 125–145
  • Margaret Kettle. 2017. International student engagement in higher education: Transforming practices, pedagogies and participation
    Reviewed by Michael Atherinos | ARAL 42:2 (2019) pp. 214–217
  • G. Leitner, A. HashimH. G. Wolf. 2016. Communicating with Asia: The future of English as a global language
    Reviewed by Hannah Stoios | ARAL 42:2 (2019) pp. 218–220
  • Introduction: Reconceptualizing the intercultural dimension of languages and intercultural communication courses
    Adriana Díaz & Paul J. Moore | ARAL 42:2 (2019) pp. 121–124
  • 4 July 2019

  • The effects of Hong Kong L2 English speakers’ phonological features on listeners’ cognitive and affective perceptions
    Hsueh Chu Chen & Qian Wang | ARAL 42:1 (2019) p. 84
  • Greening the information desert: Supporting emergent bilinguals with research-informed workshops
    Una Cunningham & Jeanette King | ARAL 42:1 (2019) pp. 37–58
  • Direct disagreement in Vietnamese students’ EFL group work discussion
    Thi Hanh Hoang & Juliana De Nooy | ARAL 42:1 (2019) pp. 59–83
  • Debating credibility: Refugees and rape in the media
    Laura Smith-Khan | ARAL 42:1 (2019) p. 4
  • Wei Wang. 2017. Media representation of migrant workers in China
    Reviewed by Liyong Zhuang | ARAL 42:1 (2019) pp. 116–119
  • Editorial
    ARAL 42:1 (2019) pp. 1–3
  • 22 March 2019

  • Establishing a framework for learning to teach English pronunciation in an Australian TESOL program
    Michael Burri, Amanda Baker & Honglin Chen | ARAL 41:3 (2018) pp. 307–327
  • A Yolŋu ‘Bothways’ approach to English and Warramiri literacy at Gäwa
    Ben van Gelderen & Kathy Guthadjaka | ARAL 41:3 (2018) pp. 252–279
  • Foreign language anxiety in relation to affective variables: Learners of Korean as a foreign language in Australia
    Min Jung Jee | ARAL 41:3 (2018) pp. 328–348
  • Classroom learners of Chinese in senior secondary school: The experience of systemic obstacles
    Janice Keynton | ARAL 41:3 (2018) pp. 280–306
  • Australian Review of Applied Linguistics (ARAL) Special Issue 2020 call for papers
    ARAL 41:3 (2018) pp. 352–353
  • F. M. HultD. C. Johnson. 2015. Research methods in language policy and planning: A practical guide (Vol. 7)
    Reviewed by Yangting Wang | ARAL 41:3 (2018) pp. 349–351
  • Editorial
    ARAL 41:3 (2018) pp. 247–248
  • The Penny McKay Memorial Award for an outstanding doctoral thesis on language education
    ARAL 41:3 (2018) pp. 249–251
  • Submission

    Authors are invited to submit their contribution through the journal’s online submission and manuscript tracking site. Please consult the guidelines and the Short Guide to EM for Authors before you submit your paper.

    If you are not able to submit online, or for any other editorial correspondence, please contact the editors by e-mail: araleditor at




    For the benefit of production efficiency, the publisher and the editor ask you to follow the following submission guidelines strictly. Papers that do not follow these guidelines will be returned to the author.

    Contributions should be consistent in their use of language and spelling. If you are not a native speaker of the language in which you have written your contribution, it is advised to have your text checked by a native speaker.

    When submitting the final manuscript to the journal, please include: a one-paragraph abstract (up to 150 words), approximately five keywords, a short professional biography of the author, and a current mailing address.   

    Electronic files

    Files. Contributions should be between 6000 - 8,000 words for articles and 2,000 words for book reviews. They should be in English following the American Psychological Association (APA) style. Authors who are not native speakers of English are advised to have their paper checked by a native speaker before submission.

    Please take care that you supply all the files, text as well as graphic files, used in the creation of the manuscript, and be sure to submit the final version of the manuscript. And please delete any personal comments so that these will not mistakenly be typeset and check that all files are readable.

    File naming conventions. When naming your file please use the following convention:  use the first three characters of the first author’s  last name; if that name is Johnson, the file should be named JOH.DOC, JOH.WP5, etc. Do not use the three character extension for things other than the identification of the file type (not JOH.ART, JOH.REV). Figures can be named as follows JOH1.EPS, JOH2.TIF, JOH3.XLS, etc.

    Software. Word (PC/Mac) is preferred. If you intend to use other word processing software, please contact the editors first.

    Graphic files: Please supply figures as Encapsulated Postscript (EPS) or Tagged Image File Format (TIFF) conversion in addition to the original creation files.

    For graphics that are not available in digital format, such as photographs, spectrographs, etc., please provide sharp and clear prints (not photocopies) in black & white.


    In order to facilitate smooth production it is important that you follow the journal’s style for consistency. In this respect we advise you to make use of our electronic styles in addition to these guidelines. 

    Do not add running heads, implement full justification or hyphenation, or the exact margin settings as used by Benjamins in printing. It is sufficient to characterize elements such as examples, quotations, tables, headings etc. in the formatting in a clear and consistent way, so that they can be identified and formatted in the style of the journal.

    Formatting that should be supplied by you is the formatting of references (see below) and font enhancements (such as italics, bold, caps, small caps, etc.) in the text.

    Whatever formatting or style conventions are employed, please be consistent.

    Tables and figures. All tables, trees and figures must fit within the following page size (if necessary, after – limited – reduction) and should still be legible at this size:

    11.5 cm (4.52”) x 19 cm  (7.48”).

    Suggested font setting for tables: Times Roman 10 pts (absolute minimum: 8 pts).

    Tables and figures should be numbered consecutively, provided with appropriate captions and should be referred to in the main text in this manner, e.g., “in table 2”, but never like this “in the following table: “. Please indicate the preferred position of the table or figure in the text.

    Running heads. Please do not include running heads with your article. However, in case of a long title please suggest a short one for the running head (max. 55 characters) on the cover sheet of your contribution. 

    Emphasis and foreign words. Use italics for foreign language, highlighting and emphasis. Bold should be used only for highlighting within italics and for headings. Please refrain from the use of FULL CAPS (except for focal stress and abbreviations) and underlining (except for highlighting within examples, as an alternative for boldface),unless this is a strict convention in your field of research. For terms or expressions (e.g., ‘context of situation’) please use single quotes. For glosses of citation forms, use double quotes.

    Transliteration. Please transliterate into English any examples from languages that use a non-Latin script, using the appropriate transliteration system (ISO or LOC).

    Symbols and special characters. In case you have no access to certain characters, we advise you to use a clear convention to mark these characters. You can use our font table (Appendix A) or any other regular table to list the correspondences between your symbols and the required ones. If you use any phonetic characters, please mark these by the use of a character style if possible. This will enable us to retrieve those characters in your document.

    Chapters and headings. Chapters or articles should be reasonably divided into sections and, if necessary, into sub-sections. If you cannot use the electronic styles, please mark the headings as follows:

    Level 1        =   bold italics, 1 line space before, section number flush left. Text immediately below.

    Level 2       =   italics, 1 line space before, section number flush left. Text immediately below.

    Level 3ff     =   italics, 1 line space before, section number flush left. Heading ends with a full stop, with the text following on the same line.

    Numbering should be in arabic numerals; no italics; no dot after the last number, except for level 1 headings.

    Quotations: In the main text quotations should be given in double quotation marks. Quotations longer than 3 lines should be indented left and right, without quotations marks and with the appropriate reference to the source. They should be set off from the main text by a line of space above and below.

    Listings: Should not be indented. If numbered, please number as follows:

    1. ..................... or a. .......................

    2. ..................... or b. .......................

    Listings that run on with the main text can be numbered in parentheses: (1).............., (2)............., etc.

    Examples and glosses

    Examples should be numbered with Arabic numerals (1,2,3, etc.) in parentheses.

    Examples in languages other than the language in which your contribution is written should be in italics with an approximate translation. Between the original and the translation, glosses can be added. This interlinear gloss gets no punctuation and no highlighting. For the abbreviations in the interlinear gloss, CAPS or small caps can be used, which will be converted to small caps by our typesetters in final formatting.

    Please note that lines 1 and 2 are lined up through the use of spaces: it is essential that the number of elements in lines 1 and 2 match. If two words in the example correspond to one word in the gloss use a full stop to glue the two together (2a). Morphemes are seperated by hyphens (1, 2b).

    Every next level in the example gets one indent/tab.

                 (1)         Kare wa    besutoseraa  o          takusan kaite-iru.        

                              he     TOP best-seller     ACC    many     write-PERF    

                              “He has written many best-sellers.’”                              

                 (2)         a.           Jan houdt.van Marie.

                                            Jan loves         Marie

                                            “Jan loves Marie.”

                              b.          Ed en   Floor   gaan samen-wonen.

                                           Ed and Floor   go      together-live.INF

                                           “Ed and Floor are going to live together.”


    Notes should be kept to a minimum and should be submitted as numbered endnotes.

    ***Note: footnote indicators in the text should appear at the end of sentences and follow punctuation marks.


    It is essential that the references are formatted to the specifications given in these guidelines, as these cannot be formatted automatically. Please use the reference style as described in The APA Publication Manual (6th ed.).

    References in the text: These should be as precise as possible, giving page references where necessary; for example (Fillmore 1990; Clahsen 1991: 252-253) or, as in Brown et al. (1991: 252). All references in the text should appear in the references section.

    References section: References should be listed first alphabetically and then chronologically. The section should include all (and only!) references that are actually mentioned in the text.



    Görlach, M. (2003). English words abroad. Amsterdam: John Benjamins.

    Spear,  N. E., & Miller, R. R. (Eds.). (1981). Information processing in animals: Memory mechanisms. Hillsdale, NJ: Lawrence Erlbaum.

    Article (in book):

    Adams, C. A., & Dickinson, A. (1981). Actions and habits: Variation in associative representation during instrumental learning. In N. E. Spear & R. R. Miller (Eds.), Information processing in animals: Memory mechanisms (pp. 143-186). Hillsdale, NJ: Erlbaum.

    Article (in journal):

    Claes, J., & Ortiz López, L. A. (2011). Restricciones pragmáticas y sociales en la expresión de futuridad en el español de Puerto Rico [Pragmatic and social restrictions in the expression of the future in Puerto Rican Spanish]. Spanish in Context, 8, 50–72.

    Rayson, P., Leech, G. N., & Hodges, M. (1997). Social differentiation in the use of English vocabulary: Some analyses of the conversational component of the British National Corpus. International Journal of Corpus Linguistics, 2(1), 120–132.

    Additional Style Guidance

    Please use in-text citations, numbered endnotes, and works cited.

    1.  Please do not justify the right margin of your manuscript or the electronic version on disk.  Leave a ragged right margin.

    2.  Please double space everything, including quotations and footnotes.

    3.  Please use American spellings and punctuation, including

    4.  Section headers, if used, should simply be phrases with no numbers. Please restrict headers to three or four per essay.  They may be italicized.

    5.  Miscellaneous


    Appendixes should follow the References section.

    Author’s Submission Checklist

    When submitting the revised version of your accepted manuscript, in addition to following the guidelines above, please be sure that you also include:

    Proofing procedure

    The first author of a contribution will receive a PDF of first proofs of the article for correction via email and will be requested to return the corrections to the journal editor within 7 days of receipt. Acrobat Reader can be downloaded for free from which will enable you to read and print the file. Please limit corrections to the essential. It is at the publisher’s discretion not to implement substantial textual changes or to charge the author. If it is absolutely necessary to change larger chunks of text (i.e. more than just a few words), it is best to submit the changes on disk (with identical hard copy).

    Please contact the journal editor if you cannot handle proofs for your article in electronic format (i.e., receive the proofs as a PDF-attachment at your email address).

    Manuscripts and Book Reviews should be submitted through the journal's online submission and manuscript tracking site (see Submission)


    Translation & Interpreting Studies

    Translation Studies

    Main BIC Subject

    CF: Linguistics

    Main BISAC Subject

    LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General