Australian Review of Applied Linguistics

Editor-in-Chief
ORCiD logo with linkPeter Crosthwaite | University of Queensland | araleditor at gmail.com
Associate Editors
Paul J. Moore | University of Queensland
ORCiD logo with linkValeria Sinkeviciute | University of Queensland
ORCiD logo with linkMartin Schweinberger | University of Queensland
Review Editor
ORCiD logo with linkMin Jung Jee | University of Queensland
Copy Editors
ORCiD logo with linkAngela Cook | University of Queensland
Kerrilee Lockyer | Adelaide University

Journal metrics

Impact Factor: 0.9 (5-year: 1.1)
Journal Citation Indicator: 0.69
CiteScore: 3.7
SNIP: 1.169 SJR: 0.486

This journal is peer reviewed and indexed in: Australian Council for Educational Research (ACER ) ; CNKI Scholar ; Dimensions ; Glottolog ; Scopus ; WoS Emerging Sources Citation Index (ESCI )

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 with link
https://doi.org/10.1075/aral
Latest articles

23 March 2026

  • Learning “jump,” “run”, and then “jump and run”: A comparison of monolingual and multilingual Australian English-speaking children’s verbs and word combining on the OZI-SF
    Kate Jones, Elise Baker, Lynn KempCaroline Jones
  • 13 March 2026

  • Difficulty level of EFL test designed by pre‑service teachers: A corpus analysis
    Muhammad Rudy, Fazri Nur Yusuf, Emi EmiliaWawan Gunawan
  • 27 February 2026

  • Co-designing Noongar language and speech sound materials: Embracing a culturally responsive approach in speech pathology and education
    Brenda Larsen, Britta Biedermann, Karen Wylie, Matthew CiroccoRobyn Heckenberg
  • 23 February 2026

  • Formal and semantic lexical errors in L2 English writing: How do errors affect writing quality?
    Hakan Cangır, Kutay Uzun, Taner Can, Enis OğuzÖmer Faruk Kaya
  • 12 February 2026

  • Cultural adaptation of 1.5- and second-generation Koreans in Australia: The role of the heritage language
    Min Jung Jee
  • 10 February 2026

  • A. Leis, Å. Haukås, N. Mantou LouS. Nakamura. 2025. Mindsets in Language Education
    Reviewed by Thao Thi Phuong Nguyen
  • 23 January 2026

  • Exploring linguistic diversity in a globalising world: Korean bilinguals’ perspectives on varieties of English
    Colum RuaneMi Yung Park
  • 16 January 2026

  • The lived experiences of a journal editor
    Michael Burri
  • Japanese migrant teachers in Australia: The need for strategic professional development to maximise their linguistic and cultural capital
    Takeshi Onodera, Kayoko HashimotoKumiko Katayama
  • 15 January 2026

  • English language attitudes in Australia
    Ksenia GnevshevaCarmel O’Shannessy
  • Holding and practising Yolŋu concepts of märr and ŋayaŋu in Northern Australia
    Brenda Muthamuluwuy, Gawura Waṉambi, Emily ArmstrongYasunori Hayashi
  • 13 January 2026

  • Strengthening language through first language mathematics education
    Cris Edmonds-Wathen, Melissa Alimankinni, Merrilyn Bara, James Bednall, Christine Bennett, Sharon Carrol, Kate Charlwood, Leanne Goldsworthy, Roshania Lalara, Lucinda Nipper, Peter Nyhuis, Sarah Peters, Rachel Lisa Puantulura, Sasha WilmothHolly Yantarrnga
  • Reclaiming, learning, and sharing Wiradyuri language the Yindyamarra way
    Ray Woods, Donna Murray, Deb Evans, Letetia Harris, Chris Orchard, Alison VivianMichael Halloran
  • 12 January 2026

  • Co-constructed co-signed gestures (CoCos): A gesture-based second language teaching toolkit developed in Indigenous contexts
    Denise Angelo, Christopher Day, Michael Jarrett, Susan PoetschJasmine Seymour
  • 15 December 2025

  • Gumbaynggirr Daari ‘Gumbaynggirr strong’: Perspectives of students and adults in a Gumbaynggirr led school and preschool context
    Dylan Berger, Mark Richards, Jose Hanham, Hiromi Muranaka-Vuletich, Kirsten AtkinsonCaroline Jones
  • 13 November 2025

  • Applied linguistics research in Australia: An evolving landscape
    Michelle KohlerJohn West-Sooby
  • “The best-laid plans of mice and men”: Impacts of an authentic novel on high school EAL students’ creative writing
    Bich Nguyen
  • In-service language teachers’ familiarity with corpora: Are they mere acquaintances or close friends?
    Tuğba Şimşek-RackelmannMarcus Callies
  • 28 October 2025

  • The path to professionalism: The evolution of language testing and assessment in Australia
    Ute KnochCatherine Elder
  • 30 September 2025

  • Applied Linguistics in Aboriginal and Torres Strait Islander contexts (1977–2026)
    Rhonda OliverCarly Steele
  • Heritage language learning and identity (re)construction through a study abroad program: A study of a Korean New Zealand university student
    Mi Yung ParkKatalina Chung
  • Australian applied linguistics: Its distinctive contribution from an international perspective
    Anne PauwelsAnthony J. Liddicoat
  • Contextualizing verb forms and determining their association in reporting and reported clauses: A corpus-based study of academic citations in language and linguistics journal articles
    Atikhom Thienthong | ARAL 49:1 (2026) pp. 112–145
  • A confluence of interests: The origins of the Applied Linguistics Association of Australia
    John West-Sooby
  • T. Karpenko-Seccombe. 2025. Academic writing with corpora: A resource book for data-driven learning
    Reviewed by Aisha Aslam
  • Joff P. N. BradleyDavid R. Cole. 2023. Deleuze, Guattari, and Global Ecologies of Language Learning
    Reviewed by Levi Durbidge | ARAL 49:1 (2026) pp. 146–152
  • 28 July 2025

  • Compiling the first spoken corpus for Turkish youth talk: Overview of the corpus and methodological issues
    Esranur Efeoğlu-ÖzcanHale Işık-Güler | ARAL 49:1 (2026) pp. 58–86
  • Assessing language vitality: A case of Indigenous Kuwi
    Gunti Prem SagarAnindita Sahoo | ARAL 49:1 (2026) p. 87
  • Identity dynamics of ESP teachers from English vs. non-English departments at Indonesian universities
    Noni Mia Rahmawati, Yansyah Yansyah, Yohanis Nurak SiwaBambang Yudi Cahyono | ARAL 49:1 (2026) pp. 31–57
  • 17 July 2025

  • To speak or not to speak Urdu: A Bihari dilemma in Bangladesh
    Mohammad Sajjad HossenPaul J. Moore | ARAL 49:1 (2026) pp. 1–30
  • 2 June 2025

  • Development of word lists for agriculture and forestry students
    Chutima BunparitPong-ampai Kongcharoen | ARAL 48:3 (2025) pp. 867–890
  • Unraveling willingness to communicate in Chinese as a second language: The role of L2 grit, growth mindset, and foreign language enjoyment
    Yu Li | ARAL 48:3 (2025) pp. 817–840
  • Towards a playworld translanguaging approach in early childhood education
    Grace Oakley, Carly Steele, Christine Robinson, Toni Dobinson, Sender DovchinWendy Cumming-Potvin | ARAL 48:3 (2025) pp. 891–911
  • A study on the developmental features and stance construction of shell nouns by Chinese EFL learners
    Yinxia Wei, Xiaorui LiangYingying Liu | ARAL 48:3 (2025) pp. 841–866
  • Richard SmithTim Giesler (Eds.). 2023. Innovation in Language Learning and Teaching: Historical Perspectives
    Reviewed by Ella MaksakovaErzsébet Ágnes Békés | ARAL 48:3 (2025) pp. 929–934
  • 20 March 2025

  • The case of Sydney universities: Embracing multilingualism or preserving English-only practices in the Australian context?
    Rodrigo ArellanoLuis Torres-Vásquez | ARAL 48:3 (2025) pp. 513–545
  • Representation of the Spanish language in the virtual linguistic landscape of university websites in Australia
    Luis Torres-VásquezRodrigo Arellano | ARAL 48:3 (2025) pp. 546–581
  • 18 March 2025

  • Who says men can never change? A corpus-based study of recent changes in the use of the Chinese plural suffix men
    Angela CookDongchen Yao | ARAL 48:3 (2025) pp. 582–610
  • Number marking in L2 English of the speakers of two classifier languages: A learner corpus study
    Dongchen YaoDavid Wijaya | ARAL 48:2 (2025) pp. 476–502
  • Editorial
    ARAL 48:1 (2025) pp. 1–3
  • 25 February 2025

  • The predictive power of intercultural sensitivity on preservice EFL teachers’ plurilingual and pluricultural competence
    Ömer Eren | ARAL 48:3 (2025) pp. 611–632
  • Levi Durbidge. 2024. Language Learning, Digital Communications and Study Abroad — Identity and Belonging in Translocal Contexts
    Reviewed by Todd J. Allen | ARAL 48:3 (2025) pp. 912–917
  • 24 February 2025

  • Chunk reading strategy training improves multiword processing by Japanese English learners
    Takumi KosakaHelen Zhao | ARAL 48:3 (2025) pp. 633–666
  • 30 January 2025

  • Exploring L1/L2 and time impact on linguistic complexity of Laozi translations
    Joyce Oiwun Cheung | ARAL 48:3 (2025) pp. 667–696
  • Exploring Chinese heritage language (CHL) retention in New Zealand Chinese immigrant families: The relationship between family language policy and children’s CHL proficiency
    Di Ji | ARAL 48:3 (2025) pp. 697–718
  • 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 | ARAL 48:3 (2025) pp. 513–534
  • 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 | ARAL 48:3 (2025) pp. 535–558
  • The impact of explicit and implicit instruction on EFL learners’ oral performance
    Dony Marzuki | ARAL 48:3 (2025) pp. 559–586
  • Exploring EFL vocabulary learning through the story continuation writing task: A mixed-methods study
    Mengwei Tu, Qing MaLin Jiang | ARAL 48:3 (2025) pp. 587–610
  • 22 November 2024

  • Vietnamese Australian children’s voice on community language schools
    Thi Minh Thu Bui | ARAL 48:2 (2025) pp. 149–176
  • IssuesOnline-first articles

    Volume 49 (2026)

    Volume 48 (2025)

    Volume 47 (2024)

    Volume 46 (2023)

    Volume 45 (2022)

    Volume 44 (2021)

    Volume 43 (2020)

    Volume 42 (2019)

    Volume 41 (2018)

    Volume 40 (2017)

    Volume 39 (2016)

    Volume 38 (2015)

    Volume 37 (2014)

    Volume 36 (2013)

    Volume 35 (2012)

    Volume 34 (2011)

    Volume 33 (2010)

    Volume 32 (2009)

    Volume 31 (2008)

    Volume 30 (2007)

    Volume 29 (2006)

    Volume 28 (2005)

    Volume 27 (2004)

    Volume 26 (2003)

    Volume 25 (2002)

    Volume 24 (2001)

    Volume 23 (2000)

    Volume 22 (1999)

    Volume 21 (1998)

    Volume 20 (1997)

    Volume 19 (1996)

    Volume 18 (1995)

    Volume 17 (1994)

    Volume 16 (1993)

    Volume 15 (1992)

    Volume 13 (1991)

    Volume 13 (1990)

    Volume 12 (1989)

    Volume 11 (1988)

    Volume 10 (1987)

    Volume 9 (1986)

    Volume 8 (1985)

    Volume 7 (1984)

    Volume 6 (1983)

    Volume 5 (1982)

    Volume 4 (1981)

    Volume 3 (1980)

    Volume 2 (1979)

    Volume 1 (1977/78)

    Editorial info
    Editor-in-Chief
    ORCiD logo with linkPeter Crosthwaite | University of Queensland | araleditor at gmail.com
    Associate Editors
    Paul J. Moore | University of Queensland
    ORCiD logo with linkValeria Sinkeviciute | University of Queensland
    ORCiD logo with linkMartin Schweinberger | University of Queensland
    Review Editor
    ORCiD logo with linkMin Jung Jee | University of Queensland
    Editorial Board
    Abdullah Alamer | King Faisal University
    ORCiD logo with linkAmanda Baker | University of Wollongong
    Gary Bonar | Monash University
    Samantha Disbray | University of Queensland
    ORCiD logo with linkLevi Durbidge | University of Sunshine Coast
    ORCiD logo with linkAwni Etaywe | Charles Darwin University
    ORCiD logo with linkNaomi Fillmore | University of Queensland
    ORCiD logo with linkXuesong Gao | University of New South Wales
    Danielle H. Heinrichs | Griffith University
    ORCiD logo with linkSolène Inceoglu | Australian National University
    ORCiD logo with linkDariush Izadi | Western Sydney University
    ORCiD logo with linkMin Jung Jee | University of Queensland
    ORCiD logo with linkNarah Lee | University of Queensland
    ORCiD logo with linkErika Matruglio | University of Wollongong
    Anna Mikhaylova | University of Queensland
    ORCiD logo with linkJonathan Newton | Victoria University of Wellington
    ORCiD logo with linkMi Yung Park | University of Auckland
    Andrew Pollard | Charles Darwin University
    ORCiD logo with linkAmir Sheikhan | Adelaide University
    ORCiD logo with linkYvette Slaughter | University of Melbourne
    ORCiD logo with linkXiaofang Yao | Federation University Australia
    ORCiD logo with linkReiko Yoshida | Adelaide University
    Copy Editors
    ORCiD logo with linkAngela Cook | University of Queensland
    Kerrilee Lockyer | Adelaide University
    Subscription Info
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    Author info

    The journal invites contributions relevant to the aim and scope of the journal.

    Articles under consideration are double-blind peer-reviewed and decisions on all published content are made by the editors.

    ARAL now follows "Your Paper Your Way": we differentiate between the requirements for new and revised submissions.

    If this is the first time submitting your paper, you do not need to follow the official ARAL stylesheet. You may choose to submit your manuscript as a single Word or PDF file to be used in the initial refereeing process, with only minimal expectations for formatting; your paper must still follow the general style of an academic paper, including appropriate consistency in terms, citation, paragraphing and headings.

    When preparing a submission, please consult these:

    as well as the publishers' information on Ethics and Rights below.

    Only if/when your paper is invited to be revised following initial review will you be requested to put your paper in to a 'correct format' for acceptance, in line with the

    Submissions should be done through the journal's online EM submission portal .

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

    Ethics

    John Benjamins journals are committed to maintaining the highest standards of publication ethics and to supporting ethical research practices.

    Authors and reviewers are kindly requested to read this Ethics Statement.

    Please also note the guidance on (the declaration of) the use of Artificial Intelligence.

    In addition, authors should consider the journal's instructions on declaring the use of AI.

    Rights and Permissions

    Authors must ensure that they have permission to use any third-party material in their contribution; the permission should include perpetual (not time-limited) world-wide distribution in print and electronic format.

    For information on authors' rights, please consult the rights information page.

    Open Access

    Articles accepted for this journal can be made Open Access through payment of an Article Publication Charge (APC) of EUR 1800 (excl. tax). To arrange this, please contact openaccess at benjamins.nl as soon as your paper has been accepted for publication. More information can be found on the publisher's Open Access Policy page.

    Corresponding authors from institutions with which John Benjamins has a Read & Publish arrangement can publish Open Access without paying a fee. Please consult this list of institutions for up-to-date information on which articles qualify.

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    If the article is not (to be made) Open Access, there is no fee for the author to publish in this journal.

    Archiving

    John Benjamins Publishing Company has an agreement in place with Portico for the archiving of all its online journals and e-books.

    ARAL Stylesheet

    General Information

    Please take care that you supply all the files, text as well as graphic files, used in the creation of the manuscript. Check that all files are valid/readable.

    Word (PC/Mac) is preferred. If you use LaTex, a matching PDF must be provided as well.

    Lay-out

    Do not add full justification or hyphenation, or the exact margin settings as used by Benjamins in printing; it is sufficient to characterize elements such as examples, quotations, tables, headings etc. in the formatting in a clear and consistent way, so that they can be identified and formatted in the style of the journal. Please do not include running heads with your article; However, in case of a long title (> 55 characters), please suggest a shorter running head.

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    Tables and figures should be numbered consecutively. They should be referred to in the main text in this manner, e.g., “in Table 2”, but never like this “in the following table: ”. Please indicate the preferred position of the table or figure in the text if these are provided in separate files.

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    All figures should be provided with alt(ernative) text to ensure accessibility, following this guidance.

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

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

    Listings

    Listing should not be indented. If numbered, please number as follows:
    1. ..................... or a. .......................
    2. ..................... or b. .......................
    Listings that run on with the main text can be numbered in parentheses: (1).............., (2)............., etc.

    Examples and glosses

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

    Examples in languages other than English should be in italics with an approximate translation into English. Between the original and the translation, an interlinear gloss should be added. This interlinear gloss gets no punctuation and no highlighting. For the abbreviations in the interlinear gloss, CAPS or small caps can be used, which will be converted to small caps by our typesetters in final formatting. A comprehensive glossary of abbreviations used in the interlinear glosses in your paper should be included as an Appendix.

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    Please note that lines 1 and 2 are lined up through the use of tabs set at 0.2cm: it is essential that the number of elements in lines 1 and 2 match. If two words in the example correspond to one word in the gloss use a full stop to glue the two together (2a). Morphemes are separated by hyphens (1, 2b).

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

                 (1)        Kare wa   besutoseraa o         takusan kaite-iru.        
                               he    TOP best-seller    ACC    many    write-PERF    
                               “He has written many best-sellers.”    

                 (2)        a.          Jan houdt.van Marie.
                                             Jan loves        Marie
                                             “Jan loves Marie.”
                               b.           Ed en  Floor  gaan samen-wonen.
                                             Ed and Floor  go     together-live.INF
                                             “Ed and Floor are going to live together.”

    Please refer to the Leipzig Glossing Rules for more detailed instructions on how to provide language examples in languages other than English.

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    Additional Style Guidance

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