ITL - International Journal of Applied Linguistics

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.

Sample issue: ITL 168:1
Board
Editor
Elke Peters | KU Leuven | itl at kuleuven.be
Editorial Manager
Phuong Thao Duong | KU Leuven
Review Editor
Kris Buyse | KU Leuven
Editorial Board
María del Pilar Agustín Llach | Universidad de La Rioja
Bart Deygers | Ghent University
Thomas François | Université Catholique de Louvain
Henrik Gyllstad | Lund University
Claudia Harsch | University of Bremen
Benjamin Kremmel | Universität Innsbruck
Kristopher Kyle | University of Oregon
Rosa M. Manchón | Universidad de Murcia
Marije C. Michel | University of Groningen
Carmen Muñoz | University of Barcelona
Jonathan Newton | Victoria University of Wellington
Paul Pauwels | KU Leuven
Kazuya Saito | University College London
Rob Schoonen | Radboud Universiteit Nijmegen
Natsuko Shintani | Kansai University
Koen Van Gorp | Michigan State University
Elke Van Steendam | KU Leuven
Marjolijn H. Verspoor | Rijksuniversiteit Groningen
Stuart Webb | University of Western Ontario
Subscription Info
Current issue: 170:2, available as of November 2019
Next issue: 171:1, expected April 2020

General information about our electronic journals.

Subscription rates

All prices for print + online include postage/handling.

Online-only Print + online
Volume 171 (2020): 2 issues; ca. 300 pp. EUR 158.00 EUR 179.00

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

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Complete backset
(Vols. 1‒170; 1968‒2019)
132 issues;
16,800 pp.
EUR 6,889.00 EUR 7,575.00
Volume 170 (2019) 2 issues; 300 pp. EUR 155.00 EUR 175.00
Volume 169 (2018) 2 issues; 300 pp. EUR 150.00 EUR 170.00
Volume 168 (2017) 2 issues; 300 pp. EUR 146.00 EUR 165.00
Volume 167 (2016) 2 issues; 300 pp. EUR 146.00 EUR 160.00
Volume 166 (2015) 2 issues; 300 pp. EUR 146.00 EUR 155.00
Volume 165 (2014) 2 issues; 300 pp. EUR 146.00 EUR 150.00
Volumes 1‒164 (1968‒2012) 1 issue; avg. 125 pp. EUR 50.00 each EUR 55.00 each
Issues

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)

Volume 161 (2011)

Volume 160 (2010)

Volume 159 (2010)

Volume 158 (2009)

Volume 157 (2009)

Volume 156 (2008)

Volume 155 (2008)

Volume 154 (2007)

Volume 153 (2007)

Volume 152 (2006)

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)

Volume 115-116 (1997)

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)

Volume 95-96 (1992)

Volume 93-94 (1991)

Volume 91-92 (1991)

Volume 89-90 (1990)

Volume 87-88 (1990)

Volume 85-86 (1989)

Volume 83-84 (1989)

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)

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)

Latest articles

29 October 2019

  • The impact of explicit instruction on different types of linguistic properties: Syntactic vs. syntax-discourse properties
    Joana Teixeira
  • 8 October 2019

  • Technology-mediated task-based interaction: The role of modality
    Nicole Ziegler & Huy Phung | ITL 170:2 (2019) pp. 252–277
  • 9 September 2019

  • Technology-mediated feedback and instruction
    Hossein Nassaji & Eva 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-Gonzales & Hossein Nassaji | ITL 170:2 (2019) pp. 229–251
  • The interaction between inhibitory control and corrective feedback timing
    Yucel Yilmaz & Ayşenur Sağdıç | ITL 170:2 (2019) pp. 205–228
  • 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 Yousefi & Hossein Nassaji | ITL 170:2 (2019) pp. 278–309
  • A. Siyanova-ChanturiaA. Pellicer-Sanchez (Eds.). 2019. Understanding formulaic language: A second language acquisition perspective
    Reviewed by Thi My Hang Nguyen
  • 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
  • 6 August 2019

  • The role of task repetition and learner self-assessment in technology-mediated task performance
    Eva Kartchava & Hossein Nassaji | ITL 170:2 (2019) pp. 180–204
  • 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 Janssen & Wilfried Admiraal
  • 25 June 2019

  • Oral corrective feedback on written errors: Graduated feedback vs. supplemented direct feedback
    Sajad Afshari, Azizollah Dabaghi & Saeed Ketabi
  • Extracting multiword expressions from texts with the aid of online resources: A classroom experiment
    Thuy Bui, Frank Boers & Averil Coxhead
  • Incidental vocabulary learning through viewing television
    Michael P. H. Rodgers & Stuart Webb
  • Second language pragmatics development through different instructional techniques: Focus on speech act of criticizing
    Elaheh Zaferanieh, Mansoor Tavakoli & Abbass 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 Fukkink & Nivja de Jong
  • 21 June 2019

  • The effect of task repetition on the patterns of interaction of ESL children
    Agurtzane Azkarai, María del Pilar García Mayo & Rhonda 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 Isaacs & Stuart 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 Velghe & Tinne Van Rompaey | ITL 170:1 (2019) pp. 53–78
  • The development of dynamicity in the acquisition of Spanish by Chinese learners
    Yuliang Sun, Lourdes Díaz & Mariona 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 Lindstromberg & June Eyckmans | ITL 171:1 (2020) pp. 2–33
  • Vocabulary in Traditional Chinese Medicine: Insights from corpora
    Cailing Lu & Averil Coxhead | ITL 171:1 (2020) pp. 34–61
  • 13 November 2018

  • Structural alignment in L2 task-based interaction
    Phung Dao, Pavel Trofimovich & Sara 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 Najjari & Mohammad 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 Jelani & Frank Boers | ITL 169:1 (2018) pp. 169–190
  • Loanword proportion in vocabulary size tests: Does it make a difference?
    Batia Laufer & Tami 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 Desmet & Elke Peters | ITL 169:1 (2018) pp. 212–231
  • Eye movements in vocabulary research
    Ana Pellicer-Sánchez & Anna 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 Sasao & Stuart Webb | ITL 169:1 (2018) pp. 115–141
  • Re-examining the effects of word writing on vocabulary learning
    Stuart Webb & Anna 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-Ibarrola & María 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 Yildiz & Hande Koyuncuoglu | ITL 168:2 (2017) pp. 278–304
  • Preface
    ITL 168:2 (2017) pp. 141–142
  • 22 September 2017

  • Comprehensive corrective feedback on low and high proficiency writers: Examining attitudes and preferences
    Marisela Bonilla López, Elke Van Steendam & Kris Buyse | ITL 168:1 (2017) p. 91
  • The development of statistical literacy in applied linguistics graduate students
    Talip Gonulal, Shawn Loewen & Luke Plonsky | ITL 168:1 (2017) p. 4
  • Advanced and intermediate EFL learners’ perceptions and practices of autonomous learning
    Sakineh Jafari, Saeed Ketabi & Mansoor 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 Sasao & Oliver 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
  • 2016

  • Editors’ preface
    ITL 167:2 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 pp. 111–131
  • Evaluating lists of high-frequency words
    This Ngoc Yen Dang & Stuart Webb | ITL 167:2 pp. 132–158
  • Inclusion and foreign language education: What linguistics can contribute
    Heiko Motschenbacher | ITL 167:2 pp. 159–189
  • Second language articulatory training and computer-generated feedback in L2 pronunciation improvement: An acoustic–phonetic approach
    Meisam Rahimi | ITL 167:2 pp. 190–209
  • Exemplar-based instructed second language development and classroom experience
    Tomoko Tode & Hideki Sakai | ITL 167:2 pp. 210–234
  • Barcroft, Joe. 2015. Lexical Input Processing and Vocabulary Learning.
    Reviewed by Paul Pauwels | ITL 167:2 pp. 235–240
  • Tokowicz, Natasha. 2015. Lexical Processing and Second Language Acquisition
    Reviewed by Stephen Skalicky | ITL 167:2 pp. 241–245
  • 2016

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

    Instructions for Authors

    1. Submissions should focus on language education in a multilingual society with specific attention to the implications of the research. Manuscripts can report on quantitative as well as qualitative studies.
    2. Submissions should be prepared according to the Publication Manual of the American Psychological Association (APA) 6th edition. Submissions that do not follow the APA style or that do not correspond to the focus of ITL - International Journal of Applied Linguistics will be returned to authors without review.
    3. Contributions must be in English. Spelling should be either American English or British English and should be consistent throughout the paper. If not written by a native speaker, it is advisable to have the paper checked by a native speaker prior to submission.
    4. All articles published in this journal are double-blind peer reviewed.
    5. When authors refer to their own work, the citations should not be blind. However, authors should not identify themselves by using “my” or “our”. They should write “Gyllstad, Vilkaite, and Schmitt (2015) found” and not “In our study (Gyllstad, Vilkaite, & Schmitt, 2015), we found ….
    6. For initial submission, authors should submit their MANUSCRIPT in electronic form in Word only, double-spaced with 3 cm/1 inch margins. While submitting the manuscript, authors must provide a concise and informative title of the article; the name, affiliation, address and e-mail address of each author; a self-contained abstract in English (not exceeding 125 words) that should not contain any undefined abbreviations or unspecified references, and five keywords following the abstract.
    7. Submissions should be approximately 7,000 to 10,000 words long, including references, tables/figures, notes, appendices.
    8. Upon acceptance, the author will be requested to furnish the FINAL VERSION in electronic form (Word).
    9. Authors are responsible for observing copyright laws when quoting or reproducing material. The copyright of articles published in ITL - International Journal of Applied Linguistics is held by the publisher. Permission for the author to use the article elsewhere will be granted by the publisher provided full acknowledgement is given to the source.
    10. Papers should be reasonably divided into sections and, if appropriate, subsections. Use a clear system of headings (without numbers), preferably with not more than two levels of heading.
    11. REFERENCES and QUOTATIONS: Any quotation that runs for more than three lines should be set off from the main paragraph and does not need quotation marks. In-text references should appear in the body of the article, not in footnotes, giving the author's last name followed by the year and page number where relevant. A work by three authors should include all names in the first citation, with only the first author followed by et al. in subsequent citations; work by four or more authors should use et al. in all citations.
    12. Line drawings (FIGURES) should be submitted as reproducible originals. They should be numbered consecutively, and appropriate captions should be provided. Reference to any FIGURES should be given in the appropriate place where they should appear.
    13. TABLES should be numbered consecutively and should be referred to in the main text. TABLES should be created with Word's table function, not as spreadsheets.
    14. NOTES should appear as ENDNOTES and should be concise, kept to a minimum, and numbered consecutively throughout the paper.
    15. BOOK REVIEWS must comply with the above-mentioned guidelines. They should minimally contain a summary of the contents of the book, a description of the domain in which the topic of the book is situated and the position the volume assumes within the domain, and a critical discussion of the contribution the volume makes to the field.

    Submission

    Manuscripts can be submitted 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: itl at kuleuven.be

    Subjects

    Main BIC Subject

    CJ: Language teaching & learning (other than ELT)

    Main BISAC Subject

    LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching