Australian Review of Applied Linguistics

Main information
Editor-in-Chief
ORCID logoPeter Crosthwaite | University of Queensland | araleditor at gmail.com
Associate Editors
ORCID logoValeria Sinkeviciute | University of Queensland
ORCID logoMartin Schweinberger | University of Queensland
Review Editor
ORCID logoHao Tran | University of Queensland
Copy Editors
ORCID logoAngela Cook | University of Queensland
Kerrilee Lockyer | University of South Australia

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
• Bi/multilingualism and bi/multilingual education
• Community and heritage language education
• Corpus linguistics
• Indigenous languages (inc. Aboriginal and Torres Strait Islander languages) in Education
• Language assessment and testing
• Language and technology
• Language, culture and identity
• Language planning and policy
• Language teaching, incl specific languages and TESOL
• Pragmatics and intercultural communication
• Psycholinguistics
• Research design and methodology
• (Second) language acquisition and learning
• Sociolinguistics
• 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 .
ISSN: 0155-0640 | E-ISSN: 1833-7139
DOI logo
https://doi.org/10.1075/aral
Latest articles

7 January 2025

  • Beyond borders or building new walls? The potential for generative AI in recolonising the learning of Vietnamese dialects and Mandarin varieties
    Hao TranAnnita Stell | ARAL 47:3 (2024) pp. 284–308
  • 6 January 2025

  • The use of Google Translate for language learning in emergency forced displacement contexts: Ukrainian adult learners of English in Australia
    Tetiana Bogachenko, Rachel Burke, Yi ZhangQian Gong | ARAL 47:3 (2024) pp. 309–339
  • AIsplaining: Generative AI explains linguistic identities to me
    Beatriz Carbajal-Carrera | ARAL 47:3 (2024) pp. 340–365
  • Co-creating stories with generative AI: Reflections from undergraduate students of a storytelling service-learning subject in Hong Kong
    Lok Ming Eric CheungHuiwen Shi | ARAL 47:3 (2024) pp. 259–283
  • Artificial Intelligence in Applied Linguistics: A double-edged sword
    Sender Dovchin | ARAL 47:3 (2024) pp. 410–417
  • 17 December 2024

  • Parental ideologies in heritage language maintenance: The case of Korean interlingual families in New Zealand
    Mi Yung ParkMin Jung Jee
  • Meeting standards: (Re)colonial and subversive potential of AI modification
    Ana Tankosić, Eldin Milak, Carly SteeleToni Dobinson | ARAL 47:3 (2024) pp. 366–382
  • 16 December 2024

  • Generative AI’s recolonization of EFL classrooms: The case of continuation writing
    Nicola StewartYangsheng (Danson) Zheng | ARAL 47:3 (2024) pp. 383–409
  • Decolonizing or recolonizing? AI through the eyes of applied linguists, language teachers, and language learners
    Toni Dobinson, Julian ChenCarly Steele | ARAL 47:3 (2024) pp. 253–258
  • 26 November 2024

  • Learning medical terminology in an ESP medical course: Vocabulary notebooks versus word lists
    Zainab M. Gaffas
  • The impact of explicit and implicit instruction on EFL learners’ oral performance
    Dony Marzuki
  • Exploring EFL vocabulary learning through the story continuation writing task: A mixed-methods study
    Mengwei Tu, Qing MaLin Jiang
  • 22 November 2024

  • Vietnamese Australian children’s voice on community language schools
    Thi Minh Thu Bui
  • 18 October 2024

  • Language teachers’ awareness of their accents at a Thai university: Global Englishes (GE) in English language teaching (ELT)
    Mark Bedoya Ulla, William F. PeralesFreda Bacuso Paulino
  • S. Dimova, J. KlingB. D. Margić. 2023. EMI Classroom Communication A Corpus-Based Approach
    Reviewed by Esra YatağanbabaErdem Akbaş
  • 8 October 2024

  • Does gender-fair language matter? Views from Filipino professional writers in English
    Veronico N. Tarrayo
  • 1 October 2024

  • Informal language contact and formulaic language development of Chinese students abroad during a global crisis
    Siyang ZhouEdsoulla Chung
  • 12 September 2024

  • International students as language managers: Self-managing linguistic insecurity in Australian higher education
    Xiaoyi ZhangM. Obaidul Hamid
  • 27 August 2024

  • The impact of an online doctoral writing group: Increased confidence, feedback literacy, and wellbeing
    Alexandra I. García MarrugoDaniel W. J. Anson
  • Louise Cummings. 2023. Introducing Pragmatics: A Clinical Approach
    Reviewed by Jiegen Zhang
  • 19 July 2024

  • Writing to evaluate: A synthesis of appraisal studies at different levels of EAP writing
    Winfred Wenhui XuanShukun Chen
  • 12 July 2024

  • One cohort or two? Enjoyment, anxiety and study behaviours among intermediate language learners in tertiary language classes
    Louisa Willoughby, Satoshi NambuBarbara Pezzotti
  • 9 July 2024

  • Editorial
    ARAL 47:2 (2024) pp. 127–128
  • 6 May 2024

  • Effects of task repetition with grammatizing on oral task performance and knowledge development
    Sima Khezrlou
  • 11 March 2024

  • Editorial
    ARAL 47:1 (2024) pp. 1–3
  • 5 March 2024

  • Filipino non-native English-speaking teachers and the contradictions in their own backyard
    Simon Perry
  • 4 March 2024

  • The transmission of Spanish as a heritage language in Australia: A preliminary retrospective overview of individual maintenance factors in adult speakers
    Milena Adriana Hernández GallegoAnna Doquin de Saint-Preux
  • Implementing feedback literacy practices through self-assessment and peer feedback: A language socialization perspective
    Behnam SoltaniLawrence Jun Zhang
  • 29 January 2024

  • Kristin Vold LexanderJannis Androutsopoulos. 2023. Multilingual families in a digital age: Mediational repertoires and transnational practices
    Reviewed by Yuxuan Mu
  • 15 January 2024

  • Nicola HalenkoJiayi Wang (Eds.). 2022. Pragmatics in English language learning
    Reviewed by Mila Ida Nurhidayah, Widya Nur Faradina, Rinta Aryani, DestiyanaHardianto Hitimala
  • 21 December 2023

  • Experiences of supporting adults with literacy gaps: A narrative inquiry
    Sebastian J. Blake
  • 14 December 2023

  • Teaching culture in a competitive market: The introduction of VCE Chinese Language, Culture, and Society
    Jonathan Benney, Philip Wing Keung ChanMaria Gindidis
  • 8 December 2023

  • First and second language speakers’ sensitivity to the distributional properties of wh-clauses: Effects of proficiency, acquisitional context, and language experience
    Ivana DomazetoskaHelen Zhao
  • 23 October 2023

  • Evaluating stakeholders in information for parents of children who are deaf or hard-of-hearing
    Emily KecmanJohn S. Knox
  • 22 September 2023

  • Editorial
    ARAL 46:3 (2023) pp. 289–292
  • 21 September 2023

  • Rethinking self, presence, and participation in online teaching and learning during the COVID-19 pandemic: A narrative study in higher education
    Fiona O’NeillTimothy James McGrath
  • 14 September 2023

  • Language learning for language minority students in a globalized world
    Mark Feng TengFan Fang | ARAL 46:2 (2023) pp. 131–139
  • 27 July 2023

  • Applied semantics and climate communication
    Helen BromheadCliff Goddard
  • 20 July 2023

  • A socio-psychological analysis of goal-setting when deciding to learn a second language: The Australian experience
    Giuseppe D’Orazzi | ARAL 47:2 (2024) pp. 129–152
  • 17 July 2023

  • Reflections on language learning and social practice for language minority students
    Anthony J. Liddicoat | ARAL 46:2 (2023) pp. 279–288
  • 4 July 2023

  • Second language listening pedagogy: An examination of classroom practices in an EFL context
    Morteza BagheriMartin East
  • “I want my children to become global citizens”: The role of a heritage language in appreciation of citizenship status in young Korean Australian children and their parents
    Sun Jung Joo, Alice ChikEmilia Djonov | ARAL 46:2 (2023) pp. 164–185
  • 8 June 2023

  • Receptive vocabulary size estimates for general and academic vocabulary at a multi-campus Australian university
    Clarence Green, Melania Pantelich, Michael Barrow, Daya WeerasingheRachel Daniel | ARAL 47:2 (2024) pp. 153–173
  • 6 June 2023

  • Flourishing in Spanish: A pilot implementation of a wellbeing-supportive approach to L2 teaching and learning
    Antonella Strambi, Anna Gadd, Ann Luzeckyj, Antonia RubinoJavier Díaz Martínez | ARAL 47:2 (2024) pp. 196–218
  • 2 June 2023

  • A transnational multilingual language learning journey: Examining language investment and the intersectionality of multiple identities
    Marisol MassóPeter De Costa | ARAL 46:2 (2023) pp. 140–163
  • 25 May 2023

  • Social networking and cultural identity among language minority learners of Portuguese during study abroad
    Lili Han, Manlin LinZhisheng (Edward) Wen | ARAL 46:2 (2023) pp. 207–232
  • 23 May 2023

  • Identifying a pedagogical genre of literature review
    Nur Afifi | ARAL 46:3 (2023) pp. 339–372
  • The role of spoken vocabulary knowledge in language minority students’ incidental vocabulary learning from captioned television
    Mark Feng TengAtsushi Mizumoto | ARAL 46:2 (2023) pp. 253–278
  • 22 May 2023

  • Hanna Irving Torsh. 2020. Linguistic intermarriage in Australia: Between pride and shame
    Reviewed by Soyeon Kim
  • 30 March 2023

  • Editorial
    ARAL 46:1 (2023) pp. 1–3
  • 27 March 2023

  • Integrating Indigenous epistemologies into mainstream foreign language teaching: Teacher interpretations of government policy
    Danping Wang | ARAL 46:2 (2023) pp. 186–206
  • 17 February 2023

  • Exploring the complexity of linguistic minority students’ use of and attitudes toward everyday translanguaging practices
    Fan FangYating Huang | ARAL 46:2 (2023) pp. 233–252
  • 8 December 2022

  • V. WernerF. Tegge (Eds.). 2020. Pop culture in language education: Theory, research, practice
    Reviewed by Anastasia Rothoni | ARAL 47:1 (2024) pp. 123–126
  • 17 November 2022

  • Emotions of Japanese language learners in and out of class
    Reiko Yoshida | ARAL 47:2 (2024) pp. 219–246
  • 10 November 2022

  • Margaret R. Hawkins (Ed.). 2021. Transmodal communications: Transpositioning semiotics and relations
    Reviewed by Keyun WuFan Fang | ARAL 47:2 (2024) pp. 247–252
  • 3 November 2022

  • Intimacy in online classrooms: Linguaplay, personal testimonies, and contrived chaotic material ecologies
    Toni Dobinson | ARAL 47:1 (2024) p. 78
  • 14 October 2022

  • Developmental corpus insights into the writing life of a primary school child in Australia
    M. Obaidul HamidPeter Crosthwaite | ARAL 47:1 (2024) pp. 27–50
  • Putting it into context: How exposure to rich and meaningful contexts can activate productive oral vocabulary
    Bianca Mister, Honglin ChenAmanda Baker | ARAL 46:3 (2023) pp. 373–394
  • 7 October 2022

  • Potential L1 transfer effects in explicit and implicit knowledge of articles in L2 English
    Myeong Hyeon KimTania Ionin | ARAL 47:1 (2024) pp. 51–77
  • 29 September 2022

  • Editorial
    ARAL 45:3 (2022) pp. 243–245
  • 21 September 2022

  • Sentence initial lexical bundles in Chinese and New Zealand PhD theses in the discipline of General and Applied Linguistics
    Liang Li, Margaret FrankenShaoqun Wu | ARAL 47:1 (2024) pp. 101–122
  • 17 August 2022

  • Multiple perspectives on group work in a multilingual context
    Neomy Storch, Helen ZhaoJanne Morton | ARAL 47:1 (2024) p. 4
  • 28 July 2022

  • 1.5-generation Korean-New Zealanders’ perceptions of bilingualism, heritage language competence, and identity
    Mi Yung Park | ARAL 47:2 (2024) pp. 174–195
  • 26 July 2022

  • Communicative anxiety among Korean immigrants in Australia: Causes and coping strategies
    Min Jung Jee | ARAL 46:3 (2023) pp. 293–315
  • 21 July 2022

  • Editorial: Translingual practices entangled with semiotized space and time
    Shaila SultanaDariush Izadi | ARAL 45:2 (2022) pp. 127–134
  • 14 July 2022

  • Exploring a mobile-based language learning intervention to improve English language acquisition and acculturation among migrants in Australia
    Aparna Hebbani, Michael MersiadesAmeya Deshmukh | ARAL 46:3 (2023) pp. 395–423
  • 19 May 2022

  • Phones as a semiotic disadvantage: English as a Foreign language migrants in Australia
    Stephanie Dryden | ARAL 45:2 (2022) pp. 219–239
  • Translingual practices and national identity mediated in the semiotized digital spaces
    Shaila Sultana | ARAL 45:2 (2022) pp. 175–197
  • 16 May 2022

  • Commentary
    Ron Darvin | ARAL 45:2 (2022) pp. 240–242
  • The sound of absent-presence: Towards formulating a sociolinguistics of the spectre
    Ana Deumert | ARAL 45:2 (2022) pp. 135–153
  • Doing penance as a nexus of practice: Linguistic and semiotic resources in the social practice of mourning ceremonies
    Dariush Izadi | ARAL 45:2 (2022) pp. 154–174
  • Sojourner experiences and spatial repertoires: Space and positioning in the proficiency of an academic spouse
    Jade SandbulteSuresh Canagarajah | ARAL 45:2 (2022) pp. 198–218
  • 8 March 2022

  • Editorial
    ARAL 45:1 (2022) pp. 1–3
  • 8 February 2022

  • Claire Kramsch. 2021. Language as symbolic power
    Reviewed by Muhammad AfzaalKanglong Liu | ARAL 46:1 (2023) pp. 124–129
  • 6 January 2022

  • Pseudo-compliance or convergence? Content teachers work together to learn about language
    Margaret Gleeson | ARAL 46:1 (2023) p. 99
  • 21 December 2021

  • International students’ language socialization in an English-medium university: A socio-spatial lens
    Behnam SoltaniLawrence Jun Zhang | ARAL 46:3 (2023) pp. 316–338
  • 17 December 2021

  • Carol Chapelle. 2020. The concise Encyclopedia of Applied Linguistics
    Reviewed by Ali Shehadeh | ARAL 46:3 (2023) pp. 424–428
  • 16 September 2021

  • Editorial: Identity, translanguaging, Second Life, and second language education
    ARAL 44:3 (2021) pp. 261–264
  • 2 August 2021

  • Understanding textual meaning-making in Chinese high school EFL learners’ writing: A systemic functional perspective
    Winfred Wenhui XuanDongbing Zhang | ARAL 46:1 (2023) pp. 29–53
  • 26 July 2021

  • Should Munanga learn Kriol? Exploring attitudes to non-Indigenous acquisition of Kriol language in Ngukurr
    Caroline HendyCatherine Bow | ARAL 46:1 (2023) pp. 76–98
  • 19 July 2021

  • Atsushi Hasegawa. 2019. The social lives of study abroad: Understanding second language learners’ experiences through social network analysis and conversation analysis
    Reviewed by Wendong LiYandan Zhu | ARAL 45:3 (2022) pp. 371–374
  • 16 July 2021

  • Understanding the translingual practices among international students in multilingual cities
    Yijun Yin, Alice ChikGarry Falloon | ARAL 46:1 (2023) pp. 54–75
  • 8 July 2021

  • Second language learners’ engagement with written feedback
    Kailin LiuNeomy Storch | ARAL 46:1 (2023) p. 4
  • 7 July 2021

  • EMI-cum-acceleration policy in the contemporary transnational HE market: Experiences of Saudi engineering students
    Osman Z. Barnawi | ARAL 44:2 (2021) pp. 208–228
  • EMI and the international branch campus: Examining language ideologies, policies, and practices
    Sara Hillman, Keith M. GrahamZohreh R. Eslami | ARAL 44:2 (2021) pp. 229–252
  • “We have no Chinese classmates”: International students, internationalization, and medium of instruction in Chinese universities
    Meng LiuPhan Le Ha | ARAL 44:2 (2021) pp. 180–207
  • Discursive ripple effects in language policy and practice: Multilingualism and English as an academic lingua franca in transnational higher education
    Wanyu Amy Ou, Mingyue Michelle GuFrancis M. Hult | ARAL 44:2 (2021) pp. 154–179
  • Implementing English-medium instruction: Comparing policy to practice at a Turkish university
    Kari Sahan | ARAL 44:2 (2021) pp. 129–153
  • The E’s of TNHE and EMI: A phenomenographic lens
    Dudley Reynolds | ARAL 44:2 (2021) pp. 253–259
  • Problematizing language policy and practice in EMI and transnational higher education: Challenges and possibilities
    Peter I. De Costa, Curtis Green-EneixWendy Li | ARAL 44:2 (2021) pp. 115–128
  • 25 May 2021

  • Gary BarkhuizenPat Strauss. 2020. Communicating identities
    Reviewed by Marilyn Lewis | ARAL 45:1 (2022) pp. 123–126
  • 23 April 2021

  • Community presence, motivation, and identity: The Community-engaged L2 Self of university students of Italian in Melbourne
    Riccardo Amorati | ARAL 45:3 (2022) pp. 299–321
  • 21 January 2021

  • Korean Bibimbap mothers’ family language policies (FLPs) for their children’s bilingualism in Australia
    Eun Kyong Park, Gregory VassChris Davison | ARAL 45:3 (2022) pp. 272–298
  • Input–output relation in second language acquisition: Textbook and learner writing for adult English-speaking beginners of Korean
    Gyu-Ho ShinBoo Kyung Jung | ARAL 45:3 (2022) pp. 347–370
  • 12 January 2021

  • Student teachers’ expectations and their sense of fulfillment in a TESOL program
    Yoko MoriElke Stracke | ARAL 45:3 (2022) pp. 322–346
  • 18 December 2020

  • Being native and being foreign: Native JFL teachers’ linguistic identity at tertiary institutions in New Zealand and Australia
    Harumi MinagawaDallas Nesbitt | ARAL 45:1 (2022) pp. 25–49
  • 26 November 2020

  • Translingual identity: Perpetual foreigner stereotype of the Eastern-European immigrants in Australia
    Ana Tankosić | ARAL 45:3 (2022) pp. 246–271
  • 9 October 2020

  • Patricia Friedrich. 2019. Applied linguistics in the real world
    Reviewed by Moslem YousefiFatemeh Mardian | ARAL 44:3 (2021) pp. 347–352
  • 5 October 2020

  • Journal publication productivity, impact, and quality among Applied Linguistics and TESOL academics in the Group of Eight Australian Universities
    Mehdi Riazi, Heather CooperGrai Calvey | ARAL 45:1 (2022) p. 98
  • 24 September 2020

  • The evidence-based intervention for teaching the Chinese language in Australian classrooms
    Dave Yan | ARAL 45:1 (2022) pp. 50–75
  • 17 September 2020

  • Cultural and politico-religious challenges impacting critical reading of text for Iranian postgraduates in Australia
    Hossein ShokouhiAmin Zaini | ARAL 45:1 (2022) pp. 76–97
  • 11 September 2020

  • Editorial
    ARAL 43:3 (2020) pp. 225–227
  • 20 August 2020

  • “Actually, in my culture…” Identity, positioning, and intersubjectivity in cross-cultural interviews
    Olivia Groves, Honglin ChenIrina Verenikina | ARAL 45:1 (2022) p. 4
  • 6 August 2020

  • Repetitive bundles in Malaysian learner writing
    Siti Aeisha Joharry | ARAL 44:1 (2021) p. 82
  • Variation in experiencing boredom during self-directed learning in a virtual world: The case of one English major
    Mariusz Kruk | ARAL 44:3 (2021) pp. 289–308
  • 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 | ARAL 44:3 (2021) pp. 265–288
  • 28 July 2020

  • “I’m kind of agnostic”: Belief discourse by second-generation migrants in a religious classroom
    Nirukshi Perera | ARAL 44:3 (2021) pp. 328–346
  • H. Reinders, D. NunanB. Zou (Eds.). 2017. Innovation in language learning and teaching: The case of China
    Reviewed by Yuehai Xiao, Yunzhuo MaWenting Chen | ARAL 44:1 (2021) pp. 109–114
  • 8 July 2020

  • Indonesian language education in Australia: Patterns of provision and contending ideologies
    Michelle Kohler | ARAL 44:3 (2021) pp. 309–327
  • 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 CrosthwaiteAlexandra 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 ProcházkaJan Blommaert† | ARAL 44:1 (2021) p. 4
  • 29 May 2020

  • The discursive (mis)representation of English language proficiency: International students in the Australian media
    Agnes Bodis | ARAL 44:1 (2021) pp. 37–64
  • 29 April 2020

  • The interplay of avatar identities, self-efficacy, and language practices
    Julian ChengChiang Chen | ARAL 44:1 (2021) pp. 65–81
  • 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 DalmanPayam Rahmati | ARAL 43:3 (2020) pp. 247–276
  • 20 March 2020

  • Applying semantic gravity wave profiles to develop undergraduate students’ academic literacy
    Mark Brooke | ARAL 43:3 (2020) pp. 228–246
  • Andrew Simpson. 2019. Language and society: An introduction
    Reviewed by Tyler Barrett | ARAL 43:3 (2020) pp. 337–342
  • 19 March 2020

  • A layered investigation of Chinese in the linguistic landscape: A case study of Box Hill, Melbourne
    Xiaofang YaoPaul Gruba | ARAL 43:3 (2020) pp. 302–336
  • 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 NittaPaul Kei Matsuda | ARAL 43:3 (2020) pp. 277–301
  • 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 ShiHonglin 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 StarksHoward 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 GleesonChris 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 FarleyElke 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 CrossJohn 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. MooreAdriana Díaz | ARAL 42:2 (2019) pp. 192–213
  • Developing intercultural learning capabilities: A case study in higher education
    Fiona O’Neill, Jonathan CrichtonAngela 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 DíazPaul 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 ChenQian Wang | ARAL 42:1 (2019) p. 84
  • Greening the information desert: Supporting emergent bilinguals with research-informed workshops
    Una CunninghamJeanette King | ARAL 42:1 (2019) pp. 37–58
  • Direct disagreement in Vietnamese students’ EFL group work discussion
    Thi Hanh HoangJuliana 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 BakerHonglin Chen | ARAL 41:3 (2018) pp. 307–327
  • A Yolŋu ‘Bothways’ approach to English and Warramiri literacy at Gäwa
    Ben van GelderenKathy 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
  • 10 January 2019

  • Knowledge building: How interdisciplinary understandings are realised in team negotiation
    Helen Drury | ARAL 41:2 (2018) pp. 157–184
  • Exploring the genre of telephone-based financial planning consultations
    Stephen H. MooreJohn S. Knox | ARAL 41:2 (2018) pp. 205–229
  • The embedding challenge: Developing students’ understandings of ‘theory’ and ‘critique’ on a Sociology writing program
    Tim Moore, Glenda BallantyneCraig McIntosh | ARAL 41:2 (2018) pp. 130–156
  • Constructing knowledge and identity in a professionally-oriented discipline: What’s at stake in genre variation?
    Janne Morton | ARAL 41:2 (2018) pp. 185–204
  • Gordon Taylor, Brigid Ballard, Vic Beasley, Hannah Bock, John ClanchyPeggy Nightingale. 1988. Literacy by Degrees
    Reviewed by Tim Moore | ARAL 41:2 (2018) pp. 240–246
  • Christine M. Tardy. 2016. Beyond convention: Genre innovation in academic writing
    Reviewed by Janne Morton | ARAL 41:2 (2018) pp. 230–233
  • Ursula Wingate. 2015. Academic Literacy and Student Diversity: The Case for Inclusive Practice
    Reviewed by Steve Price | ARAL 41:2 (2018) pp. 234–239
  • Genre and disciplinarity
    Tim Moore, Janne MortonSteve Price | ARAL 41:2 (2018) pp. 127–129
  • 12 October 2018

  • Understanding Chinese EFL teachers’ conceptions and practices of assessment: Implications for teacher assessment literacy development
    Zhengdong Gan, Sylvia S. L. Ieong, Yuanlian SuJinbo He | ARAL 41:1 (2018) p. 4
  • Assessing writing ability in a foreign language at secondary school: Variation in performance on a communicative writing task
    Noriko IwashitaRobyn Spence-Brown | ARAL 41:1 (2018) pp. 28–60
  • From second language to third language learning: Exploring a dual-motivation system among multilinguals
    Laura Man, Gavin BuiMark Feng Teng | ARAL 41:1 (2018) pp. 61–90
  • Can cultural scripts be used for teaching interactional norms?
    Lauren Sadow | ARAL 41:1 (2018) p. 91
  • Sandra HaleJemina Napier. 2013. Research methods in interpreting: A practical resource
    Reviewed by Chirata Deneve Thomsen | ARAL 41:1 (2018) pp. 121–125
  • John BitchenerNeomy Storch. 2016. Written corrective feedback for L2 development
    Reviewed by Liivi Jakobson | ARAL 41:1 (2018) pp. 117–120
  • Editorial
    ARAL 41:1 (2018) pp. 1–3
  • 7 May 2018

  • Continuity in foreign language education in Australia: The Language Bonus plan
    Marinella CarusoJosh Brown | ARAL 40:3 (2017) pp. 280–310
  • Applied linguistics research in Australia as represented through ARAL: Changing diet or smorgasbord?
    Timothy Jowan CurnowMichelle Kohler | ARAL 40:3 (2017) pp. 311–338
  • Displacement identity in transit: A Nauru case study
    Tracey E. Donehue | ARAL 40:3 (2017) pp. 218–246
  • Discursive strategies in corporate image building of Monsanto
    Zeynep Cihan Koca-Helvacı | ARAL 40:3 (2017) pp. 247–279
  • L. Ellis. 2016. The plurilingual TESOL teacher: The hidden language lives of TESOL teachers and why they matter
    Reviewed by Phiona Stanley | ARAL 40:3 (2017) pp. 339–342
  • Editorial
    ARAL 40:3 (2017) pp. 215–217
  • 1 December 2017

  • Australian Review of Applied Linguistics (ARAL): Special Issue 2019. Call for papers
    ARAL 40:2 (2017) pp. 212–213
  • Lexical diversity and the use of academic and lower frequency words in the academic writing of EFL students
    Neda Akbari | ARAL 40:1 (2017) p. 3
  • ‘Doing good’ in Italian through student community engagement: The benefits of language placements
    Eric Bouvet, Daniela Cosmini, Maria PalaktsoglouLynn Vanzo | ARAL 40:2 (2017) pp. 159–175
  • Road sign romanization in Oman: The linguistic landscape close-up
    Rafik JamoussiThomas Roche | ARAL 40:1 (2017) pp. 40–70
  • Lingua e comunità in coro : A community choir as a space for language learning, social interaction, and wellbeing
    Claire KennedyTiziana Miceli | ARAL 40:2 (2017) pp. 140–158
  • Storytelling in legal settings: A case study from a Crown Prosecutor’s opening statement
    Caroline Lipovsky | ARAL 40:1 (2017) pp. 71–91
  • Positive Psychology in SLA: An agenda for learner and teacher wellbeing
    Sarah Mercer | ARAL 40:2 (2017) pp. 108–120
  • Belonging, idealized self and wellbeing: Key motivators among adult learners of Italian in Sydney
    Cristiana Palmieri | ARAL 40:2 (2017) pp. 176–193
  • A corpus-based study of contextual factors influencing Korean EFL learners’ dative alternation: Lexical verbs, syntactic weights, and information structures
    Eu-Jong SongMin-Chang Sung | ARAL 40:1 (2017) pp. 19–39
  • Flourishing in a Second Language (FL2): Integrating Positive Psychology, Transition Pedagogy and CLIL principles
    Antonella Strambi, Ann LuzeckyjAntonia Rubino | ARAL 40:2 (2017) pp. 121–139
  • “Siamo vicini, no?”: Negotiating commonality for rapport building in Italian L1-L2 online text chat
    Vincenza TudiniAntonella Strambi | ARAL 40:2 (2017) pp. 194–211
  • T. M. DerwingM. J. Munro. 2015. Pronunciation Fundamentals: Evidence-based Perspectives for L2 Teaching and Research
    Reviewed by Sharif Alghazo | ARAL 40:1 (2017) p. 96
  • L. Grujicic-Alatriste (ed.). 2015. Linking discourse studies to professional practice
    Reviewed by Yuping Chen | ARAL 40:1 (2017) pp. 101–103
  • Geoffrey Leech. 2014. The Pragmatics of Politeness
    Reviewed by Saw-Choo Teo | ARAL 40:1 (2017) pp. 92–95
  • Lead editor’s foreword
    ARAL 40:1 (2017) pp. 1–2
  • Flourishing in Italian: Positive Psychology perspectives on the teaching and learning of Italian in Australia
    Antonia Rubino, Antonella StrambiVincenza Tudini | ARAL 40:2 (2017) pp. 105–107
  • 6 April 2017

  • Foreword
    ARAL 39:3 (2016) pp. 201–202
  • Learner perceptions and experiences of pride in second language education
    Andrew S. RossElke Stracke | ARAL 39:3 (2016) pp. 272–291
  • Exploring language choice and identity construction in ‘in-between’ sites: Ethnic media and community languages schools in Australia
    Antonia RubinoKenneth Cruickshank | ARAL 39:3 (2016) pp. 255–271
  • Assessment planning within the context of university English language teaching (ELT) in China: Implications for teacher assessment literacy
    Yueting Xu | ARAL 39:3 (2016) pp. 233–254
  • Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education
    Lawrence Zhang | ARAL 39:3 (2016) pp. 203–232
  • A. Rubino, Trilingual talk in Sicilian-Australian migrant families: Playing out identities through language alternation
    Reviewed by Elizabeth Ellis | ARAL 39:3 (2016) pp. 292–294
  • I. McGrath, Teaching materials and the roles of EFL/ESL teachers: Practice and theory
    Reviewed by Mark Fraser | ARAL 39:3 (2016) pp. 298–301
  • T. S. C. Farrell, Reflective writing for language teachers
    Reviewed by Chan Narith Keuk | ARAL 39:3 (2016) pp. 295–297
  • 7 February 2017

  • The content feedback practices of Applied Linguistics doctoral supervisors in New Zealand and Australian universities
    John Bitchener | ARAL 39:2 (2016) pp. 105–121
  • Challenges faced by second language doctoral student writers in Hong Kong and their writing strategies
    Fiona Hyland | ARAL 39:2 (2016) pp. 158–180
  • Introduction: Postgraduate writing in a globalised world
    Emmaline LearElke Stracke | ARAL 39:2 (2016) pp. 103–104
  • Oral interactions in a writing group as mediating artefacts: The case of a multilingual international PhD student’s motives, scaffolding, and response
    Naoko Mochizuki | ARAL 39:2 (2016) pp. 181–200
  • Exploring doctoral students’ perceptions of language use in supervisory written feedback practices – because “feedback is hard to have”
    Elke StrackeVijay Kumar | ARAL 39:2 (2016) pp. 122–138
  • Becoming an applied linguist: A study of authorial voice in international PhD students’ confirmation reports
    Celia Thompson, Janne MortonNeomy Storch | ARAL 39:2 (2016) pp. 139–157
  • 2 December 2016

  • Foreword
    ARAL 39:1 (2016) p. 1
  • Editorial
    ARAL 39:1 (2016) pp. 2–3
  • Penny Mckay Memorial Fund
    ARAL 39:1 (2016) pp. 4–7
  • The role of L2 learner goal differences in task-generated oral production
    Mohamed Ridha Ben Maad | ARAL 39:1 (2016) pp. 47–71
  • Language, migration and social wellbeing: A narrative inquiry into the lives of low English proficiency Bangladeshi migrants in Australia
    Farzana Y. ChowdhuryM. Obaidul Hamid | ARAL 39:1 (2016) p. 8
  • A tale of two cities: What the dickens happened to languages in NSW?
    Kenneth CruickshankJan Wright | ARAL 39:1 (2016) pp. 72–94
  • The trajectory of a language policy: The First Language Maintenance and Development program in South Australia
    Anthony J. Liddicoat, Timothy Jowan CurnowAngela Scarino | ARAL 39:1 (2016) pp. 31–46
  • T. J. Moore. (2011) Critical thinking and language: The challenge of generic skills and disciplinary discourse
    Reviewed by Sandra Egege | ARAL 39:1 (2016) p. 99
  • R. Ellis. (2012) Language Teaching Research & Language Pedagogy
    Reviewed by Xiaoping Gao | ARAL 39:1 (2016) pp. 95–98
  • 22 November 2016

  • Call for papers
    ARAL 39:1 pp. 105–106
  • IssuesOnline-first articles

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    Editorial Board
    ORCID logoAmanda Baker | University of Wollongong
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    Book:

    Görlach, M. (2003). English words abroad. John Benjamins.
    Spear, N. E., & Miller, R. R. (Eds.). (1981). Information processing in animals: Memory mechanisms. 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). 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 Reference list of the 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.  Miscellaneous

    Appendixes

    Appendixes should follow the References section.

    Review and publication process

    If the manuscript is a good fit for the journal and meets all the submission requirements, it is then sent out to the reviewers.

    NOTE: Until acceptance, please ensure that every time you submit your manuscript (including revisions), it is anonymised to allow for blind review. If any names of the authors are mentioned anywhere in the text or reference list, please replace those with “Author.” Please keep the year of publication, but all other elements of the reference, including co-authors, should be omitted.

    Please allow at least 3 months for each round of peer review.

    Accepted papers follow the pipeline for publication: copyediting, typesetting, proofs by the author and the editor, and publication OnlineFirst. The papers that have been published online are later assigned to an issue.

    Submission checklist upon acceptance

    When submitting the final 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 www.adobe.com, which will enable you to read and print the file. Please limit corrections to the essential. Please make sure that all your changes are visible by using sticky note comments, ‘highlight’ and ‘insert’ functions, but not altering the pdf itself. 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 in a separate WORD document (with identical PDF).

    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).

    Book Reviews

    Book review maximum length is 1500 -2000 words, including references (no more than 4 references). The review should integrate both critical review of the book and cogent evaluation of chapter contents using reader-friendly language. While the review should be logically presented, avoid using formulaic structure that is bland and mechanic. Rather, consider organically structuring the review with compelling statements, supported by interesting observations and discerning views that can appeal to a wider readership of ARAL.

    Both solicited and unsolicited reviews are welcome. However, if you would like to submit an unsolicited book review, please contact the book review editor to discuss your expression of interest (EOI) first and provide a statement about your academic background, expertise on the reviewed topic, and experience in research publishing. Postgraduate students in PhD or MPhil programs should also provide a statement of support from a supervisor or an academic mentor in their EOI before proceeding with their unsolicited reviews.

    Including third party materials

    If any third-party material is included in your tables and figures, please obtain necessary permissions from the copyright owners and include those with your submission or email them to araleditor at gmail.com. The caption should include a full reference to the original source:

    Figure/Table 1. Caption. Reprinted from/Adapted from “article/book title” by A. Author, year of publication, Journal Title, volume(issue), p. xx. Copyright [year] by Elsevier. Reprinted with permission from Publisher

    All editorial correspondence should be sent to:

    araleditor at gmail.com

    Subjects

    Translation & Interpreting Studies

    Translation Studies

    Main BIC Subject

    CF: Linguistics

    Main BISAC Subject

    LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General