Journal Report

International Review of Applied Linguistics in Language Teaching

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Journal Information
Journal Title
International Review of Applied Linguistics in Language Teaching
Publisher
ISSN
1613-4141
E-ISSN
0019-042X
Database
ERIH PLUS
Domain
Health Sciences, Life Sciences, Physical Sciences, Social Sciences
Classification History
Year A+ A B C
2026 ✓
2025
2024
2023
2021/2022 ✓
2020
2019 ✓
2018 ✓
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Recent Articles
“Prieta, happy in their skin, color, and language”: secondary content area teachers’ navigation of raciolinguistic ideologies in Texas
Gilberto P. Lara, Jessica McConnell, Bedrettin Yazan et al.
2026-11-13
DOI: 10.1515/iral-2025-0363
Using scaffolding to enhance student engagement with GenAI-generated feedback in L2 writing
Mi Rong, Wendi Yang, Xuchuan (Winnie) Chen et al.
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DOI: 10.1515/iral-2026-0030
Language learning strategies as antecedents of academic self-concept and achievement: a longitudinal study of beginner CFL character learners
Shangyan Li, Yuan Liang
2026-11-9
DOI: 10.1515/iral-2025-0408
The dynamic relationship between L2 possible selves and learning experience during study abroad: A longitudinal multiple case study of Chinese language learners
Lan Zhang, Nuoen Li, Scott Aubrey
2026-11-2
DOI: 10.1515/iral-2025-0269
Frontmatter
2026-11-1 Vol. 64 Issue 4 Pages i-iv
DOI: 10.1515/iral-2026-frontmatter4
From racial trauma to healing: identity negotiation and resilience of a Native American teacher
Juyeon Yoo
2026-10-21
DOI: 10.1515/iral-2025-0347
Trauma and healing among linguistically minoritised TESOL teachers: agency for change against linguistic racism
Huixin Wang, Qianyu Yang, Yaru Zheng
2026-10-19
DOI: 10.1515/iral-2025-0361
Professional learning communities as catalysts for writing teacher feedback literacy: a case study of two EFL secondary schools
Zhicheng Mao, Icy Lee
2026-10-13
DOI: 10.1515/iral-2026-0234
Effects of speech-enabled LLM-based chatbots on L2 learning outcomes and affective domains: a multilevel meta-analysis
Eunjin Lee, Hansol Lee, Jang Ho Lee
2026-10-8
DOI: 10.1515/iral-2026-0172
Exploring the impact of GenAI-assisted EFL courses on foreign language anxiety and willingness to communicate: a disciplinary comparison
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Printed: November 12, 2026 07:59