ITL - International Journal of Applied Linguistics

Editor
ORCID logoElke Peters | KU Leuven | itl at kuleuven.be
Associate Editor
ORCID logoEva Puimège | KU Leuven
Review Editors
ORCID logoKris Buyse | KU Leuven
ORCID logoDuy Van Vu | East Asia University of Technology, Hanoi

ITL - International Journal of Applied Linguistics is a refereed journal devoted to studies in the field of language acquisition in a multilingual society. It is particularly interested in manuscripts reporting on studies that apply a multidisciplinary approach to research on second/foreign language acquisition of any language, mother tongue education, educational linguistics, computer-assisted language learning, classroom-based research, language policy, and language assessment. ITL welcomes manuscripts that critically discuss the pedagogical or policy implications of research results. The journal publishes reports of empirical studies, critical position papers and ground-breaking theoretical articles. Each volume also contains book reviews.


ITL was previously published by Peeters Publishers. John Benjamins Publishing Company is the official publisher as of Volume 165 (2013/2014).

ITL publishes its articles Online First.

ISSN: 0019-0829 | E-ISSN: 1783-1490
DOI logo
https://doi.org/10.1075/itl
Latest articles

10 October 2024

  • Academic and general language proficiency in post-entry language assessment: Linguistic predictors of domestic L1 student achievement in the first year of university education
    Jordi Heeren | ITL 175:2 (2024) pp. 271–297
  • Scientific committee of the special issue
    ITL 175:1 (2024) p. 162
  • 13 September 2024

  • Graded resources for learning and teaching foreign languages: An overview
    Thomas FrançoisNúria Gala | ITL 175:1 (2024) p. 8
  • Graded resources for second and foreign language learning
    David AlfterThomas François | ITL 175:1 (2024) pp. 1–7
  • 30 August 2024

  • Learning L2 formulaic sequences from meaning-focused activities
    Eva Puimège | ITL 175:2 (2024) pp. 163–186
  • 5 August 2024

  • Development and initial validation of a yes/no vocabulary test for North Sámi: Drawing on item response theory and signal detection theory
    Henrik Gyllstad, Tanja KupischAnika Lloyd-Smith
  • 5 April 2024

  • PolylexFLE: A MWE database for French L2 language learners
    Amalia Todirascu, Thomas FrançoisMarion Cargill | ITL 175:1 (2024) p. 77
  • 22 March 2024

  • Profiling English sentences based on CEFR levels
    Satoru Uchida, Yuki AraseTomoyuki Kajiwara | ITL 175:1 (2024) pp. 103–126
  • 26 February 2024

  • Towards a graded lexical inventory of multi-word combinations: The distribution of collocations across Spanish CEFR levels
    Rocío Cuberos Vicente, Elisa Rosado VillegasIban Mañas Navarrete | ITL 175:1 (2024) pp. 46–76
  • Mapping of American English vocabulary by grade levels
    Michael Flor, Steven Holtzman, Paul DeaneIsaac Bejar | ITL 175:1 (2024) pp. 25–45
  • Swedish word family resource: Construction, applicability, strengths and first experiments
    Elena Volodina, Yousuf Ali MohammedTherese Lindström Tiedemann | ITL 175:1 (2024) pp. 127–161
  • 12 December 2023

  • The effect of test format on productive recall of derivatives
    Emi IwaizumiStuart Webb | ITL 175:2 (2024) pp. 242–270
  • 29 August 2023

  • Yehia A Mohamed. 2022. Reading the Arab World: A Content-Based Textbook for Intermediate to Advanced Learners of Arabic
    Reviewed by Frida Akmalia, Yunita Laila ZulfaSyihabuddin Syihabuddin
  • 27 July 2023

  • M. Karlsson. 2023. Advanced Students’ Knowledge of Vocabulary in a First and Second Language
    Reviewed by Paul Pauwels
  • 13 July 2023

  • David W Lightfoot. 2020. Born to Parse: How Children Select Their Languages
    Reviewed by Yu Fu
  • 28 June 2023

  • Preface
    Elke Peters | ITL 174:1 (2023) pp. 1–2
  • 8 June 2023

  • Extensive viewing and L2 vocabulary learning: Two studies in EFL classes with children and adolescents
    Ferran GesaImma Miralpeix | ITL 175:2 (2024) pp. 187–220
  • 12 May 2023

  • ‘Easy Language’ for migrants in France: Looking for linguistic criteria
    Emmanuelle Canut, Julia Fuchs, Juliette Delahaie, Magali HusianyciaOlivier Torres | ITL 175:2 (2024) pp. 221–241
  • 25 April 2023

  • Avary Carhill-PozaNaomi Kurata. 2021. Social networks in language learning and language teaching
    Reviewed by Citing LiZibei Li | ITL 174:2 (2023) pp. 321–325
  • 7 April 2023

  • Young learners’ bilingual status and cognitive development in foreign language aptitude testing
    Maria-del-Mar SuárezCharles W. Stansfield | ITL 174:2 (2023) pp. 291–315
  • 6 April 2023

  • Kris Van den Branden. 2022. How to Teach an Additional Language: To task or not to task?
    Reviewed by Paul Pauwels | ITL 175:2 (2024) pp. 298–302
  • 6 March 2023

  • Measuring the visual in audio-visual input: The effects of imagery in vocabulary learning through TV viewing
    Geòrgia PujadasCarmen Muñoz | ITL 174:2 (2023) pp. 263–290
  • 13 December 2022

  • The acquisition of L2 Hungarian grammar rules and the implicit-explicit debate
    Hedwig GeritsKris Van den Branden | ITL 174:2 (2023) pp. 202–229
  • 22 November 2022

  • The development and preliminary validation of a new measure of self-efficacy: Questionnaire of self-efficacy in learning a foreign language
    Gulsah Kutuk, David W. Putwain, Linda K. KayeBethan Garrett | ITL 174:2 (2023) pp. 230–262
  • 14 November 2022

  • Vocabulary size estimates for Lithuanian native speakers: Is it possible to talk about L1 vocabulary size cross-linguistically?
    Laura Vilkaitė-LozdienėLoreta Vilkienė | ITL 174:2 (2023) pp. 177–201
  • Alessandro Benati. 2022. Key Terms for Language Teachers. A Pocket Guide
    Reviewed by Paul Pauwels | ITL 174:2 (2023) pp. 316–320
  • 25 October 2022

  • 3K-LEx-MC: The creation and validation of a multiple-choice vocabulary placement test for Spanish language learners
    Pablo Robles-García, Glen H. WallaceClaudia Helena Sánchez-Gutiérrez | ITL 174:1 (2023) pp. 135–165
  • 13 October 2022

  • Cantonese and Korean speakers’ comprehension and appreciation of English textual humor
    Wing Yan FanJookyoung Jung | ITL 174:1 (2023) pp. 112–134
  • 15 August 2022

  • Pop culture in applied linguistics: International perspectives
    Valentin Werner | ITL 173:2 (2022) pp. 161–171
  • 11 July 2022

  • Evaluating multiword unit word lists for academic purposes
    Thi My Hang NguyenAveril Coxhead | ITL 174:1 (2023) p. 83
  • 2 June 2022

  • Pawel SzudarskiSamuel Barclay (eds.). 2022. Vocabulary Theory, Patterning and Teaching Studies in Honour of Norbert Schmitt
    Reviewed by Paul Pauwels | ITL 174:1 (2023) pp. 170–176
  • 31 May 2022

  • Pop music in informal foreign language learning: A search for learner perspectives
    Karen M. LudkeKathryn A. Morgan | ITL 173:2 (2022) pp. 251–285
  • 30 May 2022

  • The relationship between extramural English engagement and the vocabulary size of L1 Cantonese speakers in Macau
    Ho I (Anna) TamBarry Lee Reynolds | ITL 174:1 (2023) pp. 49–82
  • 11 May 2022

  • Beyond monolithic English: Pop culture materials informing Global English Language Teaching
    Marco BagniZeenat Sumra | ITL 173:2 (2022) pp. 286–310
  • Using music in a word stress processing task: Does it favor learners with a musical background?
    Pauline Degrave | ITL 173:2 (2022) pp. 228–250
  • 10 May 2022

  • “¿Triste estás? I don’t know nan molla”: Multilingual pop song fandubs by @miree_music
    Leticia-Tian ZhangBoris Vazquez-Calvo | ITL 173:2 (2022) pp. 197–227
  • 3 May 2022

  • Korean pop culture reshaping Korean teaching
    Olga Kriukova | ITL 173:2 (2022) pp. 172–196
  • 19 April 2022

  • V. WernerF. Tegge (Eds.). 2021. Pop culture in language education: Theory, research, practice
    Reviewed by Duy Van Vu | ITL 173:2 (2022) pp. 311–318
  • 4 April 2022

  • Preface
    ITL 173:1 (2022) p. 1
  • 24 February 2022

  • Exploring underlying elements of the motivational self system among learners in two instructional contexts
    Fatima Ady, Eva KartchavaMichael Rodgers | ITL 174:1 (2023) pp. 3–48
  • 1 February 2022

  • Multimodal reading and second language learning
    Ana Pellicer-Sánchez | ITL 173:1 (2022) p. 2
  • 1 December 2021

  • Receptive academic vocabulary knowledge and extramural English involvement – is there a correlation?
    Marcus Warnby | ITL 173:1 (2022) pp. 120–152
  • 12 November 2021

  • The predictors of exam performance of Kazakh university students and secondary school pupils learning Turkish: An exploratory investigation
    Jean-Marc Dewaele | ITL 173:1 (2022) p. 94
  • 2 November 2021

  • Parvaneh TavakoliClare Wright. 2020. Second Language Speech Fluency. From Research to Practice
    Reviewed by Paul Pauwels | ITL 174:1 (2023) pp. 166–169
  • 14 September 2021

  • The effect of input modes and number of exposures on the learning of L2 binomials
    Sara Alotaibi, Ana Pellicer-SánchezKathy Conklin | ITL 173:1 (2022) pp. 58–93
  • 23 August 2021

  • Rosa M Manchón. 2020. Writing and Language Learning. Advancing Research Agendas
    Reviewed by Paul Pauwels | ITL 173:1 (2022) pp. 153–160
  • 3 May 2021

  • Increasing second language production with gestures
    Naomi Wilks-Smith | ITL 173:1 (2022) pp. 18–57
  • 14 April 2021

  • Morphological complexity and rated writing proficiency: The case of verbal inflectional diversity in L2 Spanish
    Nuria de la Torre García, María Cecilia AinciburuKris Buyse | ITL 172:2 (2021) pp. 290–318
  • 4 February 2021

  • Preface
    ITL 172:1 (2021) pp. 1–2
  • Acknowledgement of reviewers for ITL-volumes 170–171
    ITL 172:1 (2021) p. 160
  • 26 January 2021

  • Exploring the learning burden and decay of foreign language vocabulary knowledge: The effect of part of speech and word length
    Samuel BarclayAna Pellicer-Sánchez | ITL 172:2 (2021) pp. 259–289
  • 25 January 2021

  • How well do learners know derived words in a second language? The effect of proficiency, word frequency and type of affix
    Batia Laufer, Stuart Webb, Su Kyung KimBeverley Yohanan | ITL 172:2 (2021) pp. 229–258
  • 18 November 2020

  • Peer and teacher assessment of second-language writing in high- and low-stakes conditions
    Amir RezaeiKhaled Barkaoui | ITL 172:2 (2021) pp. 199–228
  • Alison Mackey. 2020. Interaction, Feedback and Task Research in Second Language Learning: Methods and Design
    Reviewed by Paul Pauwels | ITL 172:2 (2021) pp. 319–322
  • Alessandro Benati. 2020. Key Questions in Language Teaching
    Reviewed by Per Snoder | ITL 172:1 (2021) pp. 156–159
  • 11 September 2020

  • Language learning grit, achievement, and anxiety among L2 and L3 learners in Russia
    Ekaterina SudinaLuke Plonsky | ITL 172:2 (2021) pp. 161–198
  • 17 August 2020

  • Implementing Task-based language teaching in an Asian context: Is it a real possibility or a nightmare? A case study in Vietnam
    Thi Anh NguyenKoen Jaspaert† | ITL 172:1 (2021) pp. 121–151
  • 13 August 2020

  • Towards simpler and more transparent quantitative research reports
    Jan Vanhove | ITL 172:1 (2021) p. 3
  • 14 April 2020

  • The predictive validity of the Academic IELTS test: A methodological synthesis
    William S. Pearson | ITL 172:1 (2021) p. 85
  • 6 April 2020

  • P. HiverA. H. Al-Hoorie. 2020. Research methods for complexity theory in applied linguistics
    Reviewed by Paul Pauwels | ITL 172:1 (2021) pp. 152–155
  • 23 March 2020

  • Words from where? Predictors of L2 English vocabulary among Norwegian university students
    Nicole Louise Busby | ITL 172:1 (2021) pp. 58–84
  • 2 March 2020

  • Preface
    ITL 171:1 (2020) p. 1
  • 29 October 2019

  • The impact of explicit instruction on different types of linguistic properties: Syntactic vs. syntax-discourse properties
    Joana Teixeira | ITL 172:1 (2021) pp. 26–57
  • 8 October 2019

  • Technology-mediated task-based interaction: The role of modality
    Nicole ZieglerHuy Phung | ITL 170:2 (2019) pp. 251–276
  • 9 September 2019

  • Technology-mediated feedback and instruction
    Hossein NassajiEva Kartchava | ITL 170:2 (2019) pp. 151–153
  • 4 September 2019

  • The provision and efficacy of peer feedback in blogs versus paper-based writing
    Maria-Lourdes Lira-GonzalesHossein Nassaji | ITL 170:2 (2019) pp. 228–250
  • The interaction between inhibitory control and corrective feedback timing
    Yucel YilmazAyşenur Sağdıç | ITL 170:2 (2019) pp. 204–227
  • 9 August 2019

  • A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables: Face-to-face vs. computer-mediated instruction
    Marziyeh YousefiHossein Nassaji | ITL 170:2 (2019) pp. 277–308
  • A. Siyanova-ChanturiaA. Pellicer-Sanchez (Eds.). 2019. Understanding formulaic language: A second language acquisition perspective
    Reviewed by Thi My Hang Nguyen | ITL 171:2 (2020) pp. 307–311
  • Robert M. DeKeyserGoretti Prieto Botano (eds.). 2019. Doing SLA Research with Implications for the Classroom. Reconciling methodological demands and pedagogical applicability
    Reviewed by Paul Pauwels | ITL 171:2 (2020) pp. 312–317
  • 6 August 2019

  • The role of task repetition and learner self-assessment in technology-mediated task performance
    Eva KartchavaHossein Nassaji | ITL 170:2 (2019) pp. 180–203
  • 5 August 2019

  • A longitudinal observation of technology-mediated feedback for L2 learners of German
    Trude Heift | ITL 170:2 (2019) pp. 154–179
  • 17 July 2019

  • V. Samuda, K. Van den BrandenM. Bygate. 2018. TBLT as a Researched Pedagogy
    Reviewed by Marieke Vanbuel | ITL 171:1 (2020) pp. 146–151
  • 15 July 2019

  • Effects of rhetorical text analysis on idea generation and text quality
    Phuong Nam T. Nguyen, Gert Rijlaarsdam, Tanja JanssenWilfried Admiraal | ITL 171:2 (2020) pp. 280–306
  • 25 June 2019

  • Oral corrective feedback on written errors: Graduated feedback vs. supplemented direct feedback
    Sajad Afshari, Azizollah DabaghiSaeed Ketabi | ITL 171:2 (2020) pp. 253–279
  • Extracting multiword expressions from texts with the aid of online resources: A classroom experiment
    Thuy Bui, Frank BoersAveril Coxhead | ITL 171:2 (2020) pp. 221–252
  • Incidental vocabulary learning through viewing television
    Michael P. H. RodgersStuart Webb | ITL 171:2 (2020) pp. 191–220
  • Second language pragmatics development through different instructional techniques: Focus on speech act of criticizing
    Elaheh Zaferanieh, Mansoor TavakoliAbbass Eslami Rasekh | ITL 171:1 (2020) pp. 113–141
  • The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction
    Eline van Batenburg, Ron Oostdam, Amos van Gelderen, Ruben FukkinkNivja de Jong | ITL 171:2 (2020) pp. 153–190
  • 21 June 2019

  • The effect of task repetition on the patterns of interaction of ESL children
    Agurtzane Azkarai, María del Pilar García MayoRhonda Oliver | ITL 171:1 (2020) p. 90
  • Aarnes GudmestadAmanda Edmonds (eds.). 2018. Critical Reflections on Data in Second Language Acquisition
    Reviewed by Paul Pauwels | ITL 171:1 (2020) pp. 142–145
  • 5 April 2019

  • Explicitness of deductive instruction and L2 development: A study on the Spanish imperfect subjunctive
    Sergio Adrada-Rafael | ITL 170:1 (2019) pp. 111–135
  • Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters
    Randy Appel, Pavel Trofimovich, Kazuya Saito, Talia IsaacsStuart Webb | ITL 170:1 (2019) pp. 24–52
  • Effects of task repetition on EFL oral performance
    Saraswati Dawadi | ITL 170:1 (2019) p. 3
  • The VocabLab tests: The development of an English and French vocabulary test
    Elke Peters, Tom VelgheTinne Van Rompaey | ITL 170:1 (2019) pp. 53–78
  • The development of dynamicity in the acquisition of Spanish by Chinese learners
    Yuliang Sun, Lourdes DíazMariona Taulé | ITL 170:1 (2019) p. 79
  • A. CelleL. Lansari (Eds.). 2017. Expressing and describing surprise
    Reviewed by Xuemei Chen | ITL 170:1 (2019) pp. 136–141
  • A. L. Duffé Montalván (coordinator). 2017. Singularidad y variedad en el estudio sobre los actos de habla
    Reviewed by Barbara De Cock | ITL 170:1 (2019) pp. 142–143
  • K. Hyltenstam (Ed.). 2016. Advanced proficiency and exceptional ability in second languages
    Reviewed by Kamil Zubrzycki | ITL 170:1 (2019) pp. 144–149
  • Preface
    ITL 170:1 (2019) pp. 1–2
  • Acknowledgement of reviewers for ITL volumes 168–169
    ITL 170:1 (2019) p. 150
  • 2 April 2019

  • Statistical knowledge and training in second language acquisition: The case of doctoral students
    Talip Gonulal | ITL 171:1 (2020) pp. 62–89
  • The effect of frequency on learners’ ability to recall the forms of deliberately learned L2 multiword expressions
    Seth LindstrombergJune Eyckmans | ITL 171:1 (2020) pp. 2–33
  • Vocabulary in Traditional Chinese Medicine: Insights from corpora
    Cailing LuAveril Coxhead | ITL 171:1 (2020) pp. 34–61
  • 13 November 2018

  • Structural alignment in L2 task-based interaction
    Phung Dao, Pavel TrofimovichSara Kennedy | ITL 169:2 (2018) pp. 293–320
  • Teacher written feedback on adult beginners’ writing in a second language: Research gaps and theoretical perspectives
    Liivi Jakobson | ITL 169:2 (2018) pp. 235–261
  • Working memory capacity and strategy use in second language learning
    Rahim NajjariMohammad Mohammadi | ITL 169:2 (2018) pp. 262–292
  • Stuart WebbPaul Nation. 2017. How Vocabulary is Learned
    Reviewed by Paul Pauwels | ITL 169:2 (2018) pp. 321–327
  • Preface
    ITL 169:2 (2018) pp. 233–234
  • 16 April 2018

  • A Hard Science Spoken Word List
    Thi Ngoc Yen Dang | ITL 169:1 (2018) pp. 44–71
  • Examining incidental vocabulary acquisition from captioned video: Does test modality matter?
    Nurul Aini Mohd JelaniFrank Boers | ITL 169:1 (2018) pp. 169–190
  • Loanword proportion in vocabulary size tests: Does it make a difference?
    Batia LauferTami Levitzky-Aviad | ITL 169:1 (2018) p. 95
  • Reading a whole book to learn vocabulary
    Paul Nation | ITL 169:1 (2018) pp. 30–43
  • Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages: An approximate replication study of Stæhr (2009)
    Ann-Sophie Noreillie, Britta Kestemont, Kris Heylen, Piet DesmetElke Peters | ITL 169:1 (2018) pp. 212–231
  • Eye movements in vocabulary research
    Ana Pellicer-SánchezAnna Siyanova-Chanturia | ITL 169:1 (2018) p. 5
  • The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge
    Elke Peters | ITL 169:1 (2018) pp. 142–168
  • The images in television programs and the potential for learning unknown words: The relationship between on-screen imagery and vocabulary
    Michael P. H. Rodgers | ITL 169:1 (2018) pp. 191–211
  • The guessing from context test
    Yosuke SasaoStuart Webb | ITL 169:1 (2018) pp. 115–141
  • Re-examining the effects of word writing on vocabulary learning
    Stuart WebbAnna Piasecki | ITL 169:1 (2018) pp. 72–94
  • Guest editorial
    Stuart Webb | ITL 169:1 (2018) pp. 1–4
  • 30 December 2017

  • Just testing: Applying theories of justice to high-stakes language tests
    Bart Deygers | ITL 168:2 (2017) pp. 143–163
  • Procedural repetition in task-based interaction among young EFL learners: Does it make a difference?
    Amparo Lázaro-IbarrolaMaría Ángeles Hidalgo | ITL 168:2 (2017) pp. 183–202
  • Application, results and perceptions of a think-aloud study in listening comprehension of Spanish
    Marta Nogueroles López | ITL 168:2 (2017) pp. 164–182
  • Morphological variability in L2 Italian: The imperative default hypothesis
    Francesco Bryan Romano | ITL 168:2 (2017) pp. 203–247
  • Incidental acquisition of collocations in L2: Effects of adjacency and prior vocabulary knowledge
    Laura Vilkaitė | ITL 168:2 (2017) pp. 248–277
  • The attrition of Turkish as a third language: A preliminary case study investigation
    Yasemin YildizHande Koyuncuoglu | ITL 168:2 (2017) pp. 278–304
  • Preface
    ITL 168:2 (2017) pp. 141–142
  • 5 October 2017

  • Comprehensive corrective feedback on low and high proficiency writers: Examining attitudes and preferences
    Marisela Bonilla López, Elke Van SteendamKris Buyse | ITL 168:1 (2017) p. 91
  • The development of statistical literacy in applied linguistics graduate students
    Talip Gonulal, Shawn LoewenLuke Plonsky | ITL 168:1 (2017) p. 4
  • Advanced and intermediate EFL learners’ perceptions and practices of autonomous learning
    Sakineh Jafari, Saeed KetabiMansoor Tavakoli | ITL 168:1 (2017) pp. 70–90
  • The updated Vocabulary Levels Test: Developing and validating two new forms of the VLT
    Stuart Webb, Yosuke SasaoOliver Ballance | ITL 168:1 (2017) pp. 33–69
  • Making and Using Word Lists for Language Learning and Testing
    Reviewed by Paul Pauwels | ITL 168:1 (2017) pp. 134–139
  • T. T. Waltz. 2015. TPRS with Chinese characteristics: Making students fluent and literate through comprehensible input
    Reviewed by Kuo Zhang | ITL 168:1 (2017) pp. 129–133
  • Acknowledgement of reviewers for ITL volume 167
    ITL 168:1 (2017) p. 3
  • Editors' preface
    ITL 168:1 (2017) pp. 1–2
  • 14 February 2017

  • Editors’ preface
    ITL 167:2 (2016) pp. 109–110
  • To what extent has the published written CF research aided our understanding of its potential for L2 development?
    John Bitchener | ITL 167:2 (2016) pp. 111–131
  • Evaluating lists of high-frequency words
    This Ngoc Yen DangStuart Webb | ITL 167:2 (2016) pp. 132–158
  • Inclusion and foreign language education: What linguistics can contribute
    Heiko Motschenbacher | ITL 167:2 (2016) pp. 159–189
  • Second language articulatory training and computer-generated feedback in L2 pronunciation improvement: An acoustic–phonetic approach
    Meisam Rahimi | ITL 167:2 (2016) pp. 190–209
  • Exemplar-based instructed second language development and classroom experience
    Tomoko TodeHideki Sakai | ITL 167:2 (2016) pp. 210–234
  • Barcroft, Joe. 2015. Lexical Input Processing and Vocabulary Learning.
    Reviewed by Paul Pauwels | ITL 167:2 (2016) pp. 235–240
  • Tokowicz, Natasha. 2015. Lexical Processing and Second Language Acquisition
    Reviewed by Stephen Skalicky | ITL 167:2 (2016) pp. 241–245
  • 29 September 2016

  • TBLT through the lens of applied linguistics: Engaging with the real world of the classroom
    Martin Bygate | ITL 167:1 (2016) p. 3
  • Investigating models for second language spelling
    Thomas G. HamiltonRichard Watson Todd | ITL 167:1 (2016) pp. 16–45
  • The effects of accessibility of English reference in Korean EFL learners’ sentence processing
    Hyunwoo Kim | ITL 167:1 (2016) pp. 78–97
  • Exploring and reshaping learners’ beliefs about the usefulness of corrective feedback: A sociocultural perspective
    Dmitri Leontjev | ITL 167:1 (2016) pp. 46–77
  • Editors’ preface
    Elke PetersKris Van den Branden | ITL 167:1 (2016) pp. 1–2
  • Introduction to Instructed Second Language Acquisition.
    Reviewed by Ali Heidari | ITL 167:1 (2016) p. 98
  • Measuring L2 Proficiency: Perspectives From SLA.
    Reviewed by Zehra Savran | ITL 167:1 (2016) pp. 102–108
  • 21 January 2016

  • Acknowledgement of reviewers for ITL (volumes 165 and 166)
    ITL 166:2 (2015) p. 332
  • Pushed output in a multi-stage dictogloss task: An investigation into the noticing function of output
    María Basterrechea | ITL 166:2 (2015) pp. 307–329
  • Assessing vocabulary size through multiple-choice formats: Issues with guessing and sampling rates
    Henrik Gyllstad, Laura VilkaitėNorbert Schmitt | ITL 166:2 (2015) pp. 278–306
  • First language attrition without second language acquisition: An exploratory study
    Batia LauferLiubov Baladzhaeva | ITL 166:2 (2015) pp. 229–253
  • Plain English: Applying principles to home school written communication considering diverse families
    Caroline LinseStephen van Vlack | ITL 166:2 (2015) pp. 254–277
  • Vocabulary acquisition and the textbook: What opportunities are there for young learners?
    Marie Nordlund | ITL 166:2 (2015) pp. 199–228
  • Knorr, D., Heine, C., Engberg, J. (Eds.) (2014). Methods in Writing Process Research
    Reviewed by Marisela Bonilla Lopez | ITL 166:2 (2015) pp. 330–331
  • Volumes and issuesOnline-first articles

    Volume 175 (2024)

    Volume 174 (2023)

    Volume 173 (2022)

    Volume 172 (2021)

    Volume 171 (2020)

    Volume 170 (2019)

    Volume 169 (2018)

    Volume 168 (2017)

    Volume 167 (2016)

    Volume 166 (2015)

    Volume 165 (2013–2014)

    Volume 164 (2012)

    Volume 163 (2012)

    Volume 162 (2011) Language for Specific Purposes

    Volume 161 (2011) Languages in Business Education: Introduction

    Volume 160 (2010)

    Volume 159 (2010)

    Volume 158 (2009)

    Volume 157 (2009)

    Volume 156 (2008) Learning and Teaching L2 Writing

    Volume 155 (2008)

    Volume 154 (2007) La centration sur l'apprenant en didactique du FLE

    Volume 153 (2007)

    Volume 152 (2006) Task-Based Language Teaching

    Volume 151 (2006)

    Volume 149-150 (2005)

    Volume 147-148 (2005)

    Volume 145-146 (2004)

    Volume 143-144 (2004)

    Volume 141-142 (2003)

    Volume 139-140 (2003)

    Volume 137-138 (2002)

    Volume 135-136 (2002)

    Volume 133-134 (2001)

    Volume 131-132 (2001)

    Volume 129-130 (2000)

    Volume 127-128 (2000)

    Volume 125-126 (1999)

    Volume 123-124 (1999)

    Volume 121-122 (1998)

    Volume 119-120 (1998)

    Volume 117-118 (1997)

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    Volume 113-114 (1996)

    Volume 111-112 (1996)

    Volume 109-110 (1995)

    Volume 107-108 (1995)

    Volume 105-106 (1994)

    Volume 103-104 (1994)

    Volume 101-102 (1993)

    Volume 99-100 (1993)

    Volume 97-98 (1992) Études offertes à Karel van den EyndeÉtudes offertes à Karel van den Eynde

    Volume 95-96 (1992) Études offertes à Karel van den Eynde

    Volume 93-94 (1991)

    Volume 91-92 (1991)

    Volume 89-90 (1990)

    Volume 87-88 (1990)

    Volume 85-86 (1989)

    Volume 83-84 (1989) Dimensions of Language Attrition

    Volume 81-82 (1988)

    Volume 79-80 (1988)

    Volume 77-78 (1987)

    Volume 76 (1987)

    Volume 75 (1987)

    Volume 74 (1986)

    Volume 73 (1986)

    Volume 72 (1986)

    Volume 71 (1986)

    Volume 70 (1985)

    Volume 69 (1985)

    Volume 67-68 (1985)

    Volume 66 (1985)

    Volume 65 (1984)

    Volume 64 (1984)

    Volume 63 (1984)

    Volume 62 (1983)

    Volume 60-61 (1983) Papers of the workshop on Language and Prosody

    Volume 59 (1983)

    Volume 58 (1982)

    Volume 57 (1982)

    Volume 56 (1982)

    Volume 55 (1982)

    Volume 54 (1981)

    Volume 53 (1981)

    Volume 52 (1981)

    Volume 51 (1981)

    Volume 49-50 (1980)

    Volume 48 (1980)

    Volume 47 (1980)

    Volume 45-46 (1979)

    Volume 44 (1979)

    Volume 43 (1979)

    Volume 41-42 (1978)

    Volume 39-40 (1978)

    Volume 38 (1977)

    Volume 37 (1977)

    Volume 36 (1977)

    Volume 35 (1977)

    Volume 34 (1976)

    Volume 33 (1976)

    Volume 32 (1976)

    Volume 31 (1976)

    Volume 30 (1975)

    Volume 29 (1975)

    Volume 28 (1975)

    Volume 27 (1975)

    Volume 25-26 (1974)

    Volume 24 (1974)

    Volume 23 (1974)

    Volume 22 (1973)

    Volume 21 (1973)

    Volume 20 (1973)

    Volume 19 (1973)

    Volume 18 (1972)

    Volume 17 (1972)

    Volume 16 (1972)

    Volume 15 (1972)

    Volume 14 (1971)

    Volume 13 (1971)

    Volume 12 (1971)

    Volume 11 (1971)

    Volume 10 (1970)

    Volume 9 (1970)

    Volume 8 (1970)

    Volume 7 (1970)

    Volume 6 (1969)

    Volume 5 (1969)

    Volume 4 (1969)

    Volume 3 (1969)

    Volume 2 (1968)

    Volume 1 (1968)

    Board
    Editorial Manager
    Editorial Board
    María del Pilar Agustín Llach | Universidad de La Rioja
    Bart Deygers | Ghent University
    ORCID logoThomas François | Université Catholique de Louvain
    ORCID logoHenrik Gyllstad | Lund University
    Claudia Harsch | University of Bremen
    Benjamin Kremmel | Universität Innsbruck
    Kristopher Kyle | University of Oregon
    ORCID logoRosa M. Manchón | Universidad de Murcia
    ORCID logoMaribel Montero Perez | Ghent University
    ORCID logoCarmen Muñoz | University of Barcelona
    ORCID logoJonathan Newton | Victoria University of Wellington
    ORCID logoPaul Pauwels | KU Leuven
    Kazuya Saito | University College London
    ORCID logoRob Schoonen | Radboud Universiteit Nijmegen
    ORCID logoNatsuko Shintani | Kansai University
    ORCID logoKoen Van Gorp | Michigan State University
    Elke Van Steendam | KU Leuven
    ORCID logoMarjolijn H. Verspoor | Rijksuniversiteit Groningen & University of Pannonia, Hungary
    ORCID logoStuart Webb | University of Western Ontario
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    Subjects

    Main BIC Subject

    CJ: Language teaching & learning (other than ELT)

    Main BISAC Subject

    LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching