
Academic Journal
Q1Applied Linguistics Review
About Applied Linguistics Review
Applied Linguistics Review is a scholarly journal published by De Gruyter Mouton. SCImago 2025 lists it in Q1, with an SJR of 1.698 and H-index of 43.
Coverage: 2012-2013, 2015-2026. Research categories: Linguistics and Language (Q1).
Source-backed journal facts
Topics in published research
Multilingual Education and Policy; EFL/ESL Teaching and Learning; Second Language Learning and Teaching; Language, Discourse, Communication Strategies; Discourse Analysis in Language Studies; Second Language Acquisition and Learning.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Reported open-access list prices
2,400.00 EUR
APC list prices reported by OpenAlex, which obtains this information from DOAJ. Confirm current charges, taxes, waivers and eligibility with the publisher; this is not a fee quotation.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Linguistic challenges in English-medium instruction: a comparative study of electronics engineering and international relations
Dogan Yuksel, Mehmet Altay, Samantha Curle, Ikuya Aizawa et al.
2026-10-06 · DOI: 10.1515/applirev-2024-0047How do different dimensions of enjoyment and out-of-class engagements relate to writing proficiency? A longitudinal investigation of young EFL learners
Art Tsang, Kam Tai Tony Kwan, Jean-Marc Dewaele
2026-10-02 · DOI: 10.1515/applirev-2025-0301Ideological clarity as discursive accomplishment: teacher candidates’ linguistic landscape analyses in CMLA-oriented teacher education
Amber N. Warren, Natalia A. Ward, Irem Çomoğlu, Başak Çermikli Ayvaz et al.
2026-10-02 · DOI: 10.1515/applirev-2026-0345Mapping translanguaging research in global Chinese language education: a systematic review
Xinyue Lu, Zhongfeng Tian, Danping Wang
2026-09-24 · DOI: 10.1515/applirev-2025-0360English-Chinese bilingual instruction in EFL secondary classroom in China: translanguaging as a strategic action to scaffold student learning
Fengmei Zou, Wei Ren
2026-09-21 · DOI: 10.1515/applirev-2025-0127Feedback and non-feedback in an online Turkish L2 classroom: interactional patterns and teacher perspectives
Şeyma Kökcü, Züleyha Ünlü Carlık
2026-09-25 · DOI: 10.1515/applirev-2025-0262Frontmatter
2026-09-25 · DOI: 10.1515/applirev-2026-frontmatter5Communicating safety: a corpus study of WARNING, CAUTION, and NOTE instructions in aviation maintenance manuals
Amber Wanwen Wang, Eric Friginal
2026-09-25 · DOI: 10.1515/applirev-2025-0341“Britain has never made me feel like my home”: raciolinguistic ideologies and heritage language identity among young people with Chinese heritage in the UK
Yue Zhou, Sabine Little
2026-09-25 · DOI: 10.1515/applirev-2025-0170Disciplinary literacy in high school CLIL Mathematics: a CEFR descriptor-based study
Hüseyin Özdemir, Neslihan Onder-Ozdemir, Rosalind Pritchard, Adriana Silvina Pagano et al.
2026-09-25 · DOI: 10.1515/applirev-2026-0113A translanguaging and transpositioning perspective on co-learning in the collaborative digital multimodal composing process
Karen C. K. Choi, Kevin W. H. Tai
2026-09-25 · DOI: 10.1515/applirev-2026-0154Assessing bilingual historical narratives: validating historical literacy descriptors aligned with the Common European Framework of Reference
Ana Cabrera-Zlotnick, Adrián Granados, Francisco Lorenzo
2026-09-25 · DOI: 10.1515/applirev-2026-0117“Why are you speaking Chinese so well?”: a pragmatic study of compliments on foreigners’ Chinese proficiency
Dániel Z. Kádár, Yilin Chai, Keiko Todo
2026-09-25 · DOI: 10.1515/applirev-2026-0091Exploring belonging of non-local university students in Hong Kong: language practices, social experiences, and agentic strategies
Liubov Darzhinova, Suresh Canagarajah
2026-09-25 · DOI: 10.1515/applirev-2026-0036Assessment of History, Mathematics and Science literacy in multilingual education with the Common European Framework of Reference
Francisco Lorenzo, Y. L. Teresa Ting, Dubravka Glasnović Gracin
2026-09-25 · DOI: 10.1515/applirev-2026-0102Beyond LLM output: how critical thinking shapes EFL students’ interaction with ChatGPT generated content
Nawel Bengrait
2026-09-25 · DOI: 10.1515/applirev-2025-0254Towards the pedagogical validation of science CEFR-aligned literacy descriptors in secondary CLIL classroom interaction: insights from physics teaching episodes
Pilar Gerns, Sami Lehesvuori, Dorothea Bagalová, Josephine Moate et al.
2026-09-25 · DOI: 10.1515/applirev-2026-0103CEFR-aligned discourse descriptors for evaluating pre-service chemistry teachers’ written texts: an exploratory study connecting concept-comprehension and discourse-quality
Roberto Arias-Hermoso, Emine Adadan, Valentina Piacentini, Y. L. Teresa Ting et al.
2026-09-25 · DOI: 10.1515/applirev-2026-0104The L2 proficiency puzzle: spaced and massed practice in deliberate learning of English collocations
Kamal Heidari
2026-09-25 · DOI: 10.1515/applirev-2025-0329Frontmatter
2026-07-24 · DOI: 10.1515/applirev-2026-frontmatter4Reviews
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Version History
October 4, 2026 at 8:49 pm
September 25, 2026