International Journal of Applied Linguistics

题录数947

年份跨度2018–2026

近三年题录684篇

分析置信度高

当前年截至目前363篇

期刊基本画像

结合Web of Science题录字段与本地期刊库信息。

ISSN0802-6106

影响因子3.8

JCR分区Q1

中科院分区3区

学科文学

收录SSCI、AHCI

开放获取否

办刊范围：《国际应用语言学杂志》（International Journal of Applied Linguistics，简称InJAL）刊登探索语言学专长与语言日常体验之间关系的文章。该期刊的国际范围体现在它欢迎那些明确展示本地语言使用或学习问题如何体现更全球性关切的文章。目标与范围《国际应用语言学杂志》发表聚焦语言学专长与语言体验之间调解的文章。期刊旨在提高人们对语言运作方式、语言如何影响人们生活的认识，以及在不同语言使用和学习领域中，哪些干预措施是可取的且可行的。 InJAL中的文章应明确回答“那又怎样？”的问题：论文中提出的思想、观察、结果和建议如何与实际的“现实世界”语言问题相关？论文中讨论的内容如何或应该转化为实际的建议？作者所借用的学科领域与人们在实际语言使用中接触的领域之间，是否有一个令人信服的、明确的联系？因此，期刊将应用语言学视为一个基本上通过调和不同甚至相互冲突的观点来寻求语言问题的协商解决过程。期刊旨在涵盖应用语言学的所有可能领域，包括但不限于以下内容： • 书面话语和口语互动分析 • 评估与评价 • 双语教育、沉浸式教育、遗产语言教育和少数民族教育 • 语料库语言学 • 批判性话语分析与意识形态 • 教育语言学 • 语法、句法与语义：学习与教学 • 英语作为全球语言 • 专业语境中的沟通 • 语言退化与丧失 • 语言、多模态性与新媒体 • 语言与跨文化交际 • 专业用途语言 • 语言、性别与性取向 • 语言复兴、规划与政策 • 英语以外的语言 • 语言教师教育与专业发展 • 多语主义与多语言能力 • 语音学/语音学与口头沟通：学习与教学 • 语用学与语用能力 • 心理语言学、语言认知与语言加工 • 阅读、写作与读写能力 • 研究方法学 • 第二语言与外语教学法 • 第二语言习得、社会化与发展 • 社会语言学与语言使用 • 技术增强的语言教育 • 翻译与口译 • 词汇与词汇学研究：学习与教学本期刊的语言为英语，但其关切问题并不局限于英语为母语的社区。我们希望鼓励提交那些展示在不同地区和文化中出现的应用语言学问题，并探讨这些问题是否需要不同的视角和不同类型的调解。我们关注的是如何将特定问题与普遍问题联系起来——简而言之，我们希望看到那些国际化的论文，明确展示本地的语言使用或学习问题如何体现更全球性的关注。

年度发文趋势

各年份均使用题录中的实际发文数量；最新年份仅显示截至题录导出时的实际数量

期刊题录分析

作者、中国作者、研究主题、研究取向和合作结构均依据Web of Science题录分析

作者发文情况i

统计所有作者位次并按署名次数排序，支持查看前100位作者。

序号	作者	署名次数	第一作者次数
1	Ali Derakhshan	13	7
2	Mark Feng Teng	10	3
3	Lawrence Jun Zhang	9	0
4	Shaopeng Li	7	4
5	Mehrdad Vasheghani Farahani	6	4
6	Xinhua Zhu	6	1
7	Mahmoud Abdi Tabari	5	5
8	Honggang Liu	5	4
9	Wei Ren	5	3
10	Mostafa Nazari	5	3
11	Jean-Marc Dewaele	5	3
12	Kanglong Liu	5	2
13	Miroslaw Pawlak	5	1
14	Shifa Chen	5	0
15	Muhammad Afzaal	5	0
16	Citing Li	5	0
17	Laura Gurzynski-Weiss	4	4
18	Gregory Miras	4	4
19	Glenda El Gamal	4	4
20	Yusop Boonsuk	4	3
21	Sumi Kim	4	3
22	Suhad Sonbul	4	3
23	Ruiying Niu	4	3
24	Guangxiang Leon Liu	4	3
25	Shulin Yu	4	2
26	Michelle Mingyue Gu	4	2
27	Hossein Bozorgian	4	2
28	Deliang Man	4	2
29	Yongyan Zheng	4	1
30	Syed Abdul Manan	4	1
31	Mariusz Kruk	4	1
32	Jinfen Xu	4	1
33	Fan Fang	4	1
34	Barry Bai	4	1
35	Yuan Yao	4	0
36	Tan Jin	4	0
37	Lianrui Yang	4	0
38	Ken Hyland	4	0
39	Icy Lee	4	0
40	Dingfang Shu	4	0
41	Dina Abdel Salam El-Dakhs	4	0
42	Dechao Li	4	0
43	Yo Hamada	3	3
44	Pelin Irgin	3	3
45	Ernesto Macaro	3	3
46	Art Tsang	3	3
47	Zi Yang	3	2
48	Yan Jiang	3	2
49	Xinxin Wu	3	2
50	Quanjiang Guo	3	2
51	Lihong Ma	3	2
52	Kevin W. H. Tai	3	2
53	Juliane House	3	2
54	Jiying Han	3	2
55	Jian Xu	3	2
56	Jerry Huang	3	2
57	Haerim Hwang	3	2
58	Zaibo Long	3	1
59	Xian Zhao	3	1
60	Ping Wang	3	1
61	Peijian Paul Sun	3	1
62	Janina Brutt-Griffler	3	1
63	Hanjing Yu	3	1
64	Danping Wang	3	1
65	Chenghao Wang	3	1
66	Bin Zou	3	1
67	Bin Shen	3	1
68	YouJin Kim	3	0
69	Yao Yao	3	0
70	Xinjie Chen	3	0
71	Xiaozhou (Emily) Zhou	3	0
72	Thomas K. F. Chiu	3	0
73	Shanshan Yang	3	0
74	Sedigheh Karimpour	3	0
75	Meihua Liu	3	0
76	Linda Tsung	3	0
77	Lin Sophie Teng	3	0
78	Jiao Li	3	0
79	Daniel Z. Kadar	3	0
80	Chun Lai	3	0
81	Choo Mui Cheong	3	0
82	Barry Lee Reynolds	3	0
83	Atsushi Mizumoto	3	0
84	Zhenlei Huang	2	2
85	Zhaokun Jiang	2	2
86	Yoshiyuki Nakata	2	2
87	Yongxiang Yang	2	2
88	Yongli Qin	2	2
89	Yan (Olivia) Zhang	2	2
90	Xiaopeng Zhang	2	2
91	Xiao Hu	2	2
92	Wendong Li	2	2
93	Wen Xu	2	2
94	Wei Su	2	2
95	Tomas Kos	2	2
96	Ting Zeng	2	2
97	Ting Huang	2	2
98	Songyun Chen	2	2
99	Shen Qiao	2	2
100	Senyung Lee	2	2

1682独立作者

2094总署名次数

250重复发文作者

947第一作者记录

主题词统计i

按关键词实际出现频率排序，支持查看前100个主题及其近三年出现情况。

序号	研究主题	论文数	占比	近三年
1	english	178	18.8%	128
2	learning	159	16.8%	122
3	efl	130	13.7%	111
4	chinese	129	13.6%	111
5	writing	121	12.8%	100
6	learners'	79	8.3%	68
7	learners	73	7.7%	57
8	exploring	64	6.8%	58
9	teaching	57	6.0%	31
10	development	56	5.9%	43
11	second	56	5.9%	27
12	foreign	55	5.8%	43
13	teacher	54	5.7%	41
14	teachers'	53	5.6%	46
15	effects	52	5.5%	48
16	students	48	5.1%	41
17	education	46	4.9%	30
18	motivation	43	4.5%	41
19	teachers	42	4.4%	34
20	vocabulary	41	4.3%	34
21	feedback	40	4.2%	33
22	engagement	39	4.1%	37
23	identity	38	4.0%	33
24	classroom	38	4.0%	26
25	role	38	4.0%	33
26	linguistic	38	4.0%	28
27	context	37	3.9%	27
28	academic	36	3.8%	29
29	instruction	36	3.8%	28
30	translanguaging	36	3.8%	32
31	complexity	36	3.8%	26
32	university	35	3.7%	28
33	perspective	33	3.5%	27
34	task	32	3.4%	26
35	use	32	3.4%	22
36	proficiency	31	3.3%	24
37	digital	29	3.1%	27
38	linguistics	28	3.0%	12
39	listening	27	2.9%	24
40	strategies	27	2.9%	22
41	students'	26	2.7%	23
42	emotions	26	2.7%	25
43	anxiety	26	2.7%	24
44	classrooms	26	2.7%	18
45	perceptions	26	2.7%	24
46	global	26	2.7%	20
47	practices	25	2.6%	15
48	interaction	24	2.5%	16
49	learner	24	2.5%	17
50	perspectives	24	2.5%	15
51	impact	24	2.5%	21
52	emotional	24	2.5%	22
53	knowledge	23	2.4%	18
54	comprehension	23	2.4%	23
55	performance	23	2.4%	20
56	effect	23	2.4%	19
57	discourse	22	2.3%	14
58	speaking	22	2.3%	17
59	approach	22	2.3%	19
60	practice	21	2.2%	13
61	applied	21	2.2%	11
62	social	21	2.2%	18
63	cognitive	20	2.1%	16
64	motivational	20	2.1%	19
65	peer	20	2.1%	18
66	online	20	2.1%	19
67	reading	20	2.1%	17
68	japanese	20	2.1%	18
69	oral	20	2.1%	13
70	artificial	19	2.0%	18
71	intelligence	19	2.0%	18
72	secondary	19	2.0%	17
73	multimodal	19	2.0%	16
74	self-efficacy	19	2.0%	19
75	multilingual	19	2.0%	14
76	young	19	2.0%	13
77	evidence	18	1.9%	17
78	insights	18	1.9%	15
79	relationship	18	1.9%	15
80	student	18	1.9%	14
81	emotion	18	1.9%	16
82	attitudes	18	1.9%	12
83	theory	17	1.8%	12
84	contexts	17	1.8%	13
85	strategy	17	1.8%	16
86	school	17	1.8%	15
87	agency	17	1.8%	16
88	corpus-based	17	1.8%	8
89	assessment	17	1.8%	11
90	using	16	1.7%	7
91	generative	16	1.7%	16
92	higher	16	1.7%	11
93	model	16	1.7%	14
94	china	16	1.7%	14
95	acquisition	16	1.7%	7
96	critical	15	1.6%	13
97	enjoyment	15	1.6%	15
98	interactions	15	1.6%	10
99	longitudinal	15	1.6%	12
100	individual	15	1.6%	12

中国作者发文统计i

优先根据作者单位中的中国、港澳台机构识别；中文或拼音姓名仅作为补充推断。

485中国相关题录

51.2%样本占比

399近三年题录

0机构明确识别

仅依据姓名结构补充推断：485篇。

中国作者为近似识别：优先依据作者单位中的中国/港澳台信息，单位缺失时再根据常见中文姓名与拼音姓名结构推断；不能等同于国籍认定。

论文研究取向i

根据题名、关键词和摘要识别常见研究范式；同一论文可同时属于多个研究取向。

序号	研究取向	涉及论文数	覆盖率
1	生成式人工智能赋能语言学习研究	120	12.7%
2	二语学习者情感与动机动态研究	200	21.1%
3	多语教育与跨语言认识论研究	120	12.7%
4	外语教学法与课堂实证研究	220	23.2%
5	语言教师发展与身份认同研究	100	10.6%
6	语料库与话语分析取向语言研究	80	8.4%

作者合作结构i

用于判断独著、双人合作、团队研究及跨机构协作在该刊中的常见程度。

2.21篇均作者数

28.9%独著占比

37.8%双人合作

33.3%三人及以上

1全部样本篇均作者数为2.21；独著占比28.9%，双人合作占比37.8%，三人及以上合作占比33.3%。双人合作占比较高，作者之间的小规模协作是该刊较常见的研究组织方式。

2近三年篇均作者数为2.4，较此前的1.71增加0.69，合作规模呈扩大趋势。

3多机构合作占比约0.0%。该指标依赖作者单位字段完整度，更适合用于判断跨校或跨机构合作是否常见，不宜直接等同于跨学科程度。

4综合判断：合作趋势为“上升”。

高频合作作者

统计同一篇论文中共同署名的作者组合，仅展示共同发文2篇及以上的稳定合作关系

全部合作组合1809

稳定合作组合52

最高共同发文4篇

展示规则≥ 2篇

序号	合作作者	共同发文	近三年	代表论文
1	Dina Abdel Salam El-Dakhs × Suhad Sonbul	4	3	How Cold Are Your "Cold Feet"? The Effect of Context and Level of Training on the Translation of Idioms；Revisiting the validity of the vocabulary learning strategies questionnaire using the confirmatory composite analysis (CCA): Setting new directions for the field
2	Dechao Li × Yao Yao	3	3	The Pen is Mightier Than the Algorithm? A Multilevel Linguistic Comparison of LLM- and Human-Translated Research Article Abstracts；Lexico-Syntactic Complexity in Machine Interpreting: A Corpus-Based Comparison With Human Interpreting and Translation
3	Choo Mui Cheong × Xinhua Zhu	3	3	The Differential Effects of Extrinsic and Intrinsic Motivation on Higher-Order Comprehension: Mediating Roles of Reading Strategy Use and Lower-Order Comprehension；The Relationships Between Lower- and Higher-Level Cognitive Skills and Multimodal Reading Comprehension Among Fourth-Grade Students in the Digital Age
4	Bin Zou × Chenghao Wang	3	3	Acceptance and Engagement in Artificial Intelligence-Supported Reading Among Primary School Learners of English as a Foreign Language；Learners' Acceptance and Use of Multimodal Artificial Intelligence (AI)-Generated Content in AI-Mediated Informal Digital Learning of English
5	Mostafa Nazari × Sedigheh Karimpour	3	2	Purpose-Based Emotion Labor: An Exploratory Heuristic for Expanding Research on Teacher Emotion(s)；Emotional vulnerability and coping strategies among Turkish student teachers: A community of practice perspective
6	Mariusz Kruk × Miroslaw Pawlak	3	2	A Longitudinal Investigation of the Relationship Between Achievement Emotions and Engagement Among Chinese EFL Students in a SPOC-Based Blended Learning Context；The dynamics of L2 teacher boredom and their link to creativity: A ban or boon for boredom
7	Janina Brutt-Griffler × Sumi Kim	3	1	Enhancing EMI pedagogical curricula to prepare pre-service English teachers for socioculturally diverse classrooms；Multicultural coexistence as a site of otherness and becoming self: A narrative of a multilingual
8	Daniel Z. Kadar × Juliane House	3		Learning Chinese in a study abroad context: The case of ritual congratulating；Criticising as a disciplinary action: A problem for learners of Chinese as a foreign language?
9	Xinhua Zhu × Yuan Yao	2	2	Impact of Information Literacy and Discourse Synthesis Strategy Use on Multimodal Information-Based Integrated Writing Among Secondary School Students；Exploring the interplay of attitudes: The transfer of self-efficacy and emotions between L1 Chinese and L2 English integrated writing contexts
10	Siyu Zhu × Yuan Yao	2	2	Impact of Information Literacy and Discourse Synthesis Strategy Use on Multimodal Information-Based Integrated Writing Among Secondary School Students；Exploring the interplay of attitudes: The transfer of self-efficacy and emotions between L1 Chinese and L2 English integrated writing contexts
11	Siyu Zhu × Xinhua Zhu	2	2	Impact of Information Literacy and Discourse Synthesis Strategy Use on Multimodal Information-Based Integrated Writing Among Secondary School Students；Exploring the interplay of attitudes: The transfer of self-efficacy and emotions between L1 Chinese and L2 English integrated writing contexts
12	Ryuichi Suzuki × Shigeru Yamane	2	2	Japanese EFL Learners' Perspectives on the Inclusion of Diverse English Accents in Audio Recordings for Textbooks and Listening Tests；Japanese EFL learners' comprehension and perceptions of three different accents in listening assessment
13	Rezan Alharbi × Suhad Sonbul	2	2	How Cold Are Your "Cold Feet"? The Effect of Context and Level of Training on the Translation of Idioms；Rendering natural collocations in a translation task: The effect of direction, congruency, semantic transparency, and proficiency
14	Pengfei Zhao × Xian Liao	2	2	How Did Pre-Service Chinese Language Teachers Use GenAI to Plan Lessons for Challenging Reading Materials?；Differences in interaction strategy use between L1 and L2 group discussions of primary school students
15	Okim Kang × Yongzhi Miao	2	2	The Effects of an Eight-Week Global Englishes Instruction on EFL Learners' Perception, Attitude, and Comprehension of Global Englishes Varieties；The Relationship Between Listeners' Cultural Preferences and L2 Speech Perception
16	Mairin Hennebry-Leung × Xiao Hu	2	2	The Effects of Gen-AI on Situated and Future-Driven Academic Writing Motivation；The Development of L2 Selves Among Chinese Early Adolescent Learners of English in Student- and Teacher-Centred Contexts: A Person-in-Context Relational View
17	Mahmoud Abdi Tabari × Seyyed Ehsan Golparvar	2	2	Understanding Task-Specific Emotions in L2 Writing: the Influence of Task Repetition and Task Rehearsal Across Proficiency Levels；The Role of Planning in Cognitive Processing During L2 Writing
18	Lihong Ma × Lin Xu	2	2	Grit and Willingness to Communicate in EAP Learning: Mediation of Engagement and Moderation of Perceived Teacher Enthusiasm；Critical Thinking and Engagement in Foreign Language Learning: Mediation of Enjoyment, Anxiety, and Boredom and Moderation of Achievement Level
19	Junjie Gavin Wu × Mark Feng Teng	2	2	Multimodal Composition as a Catalyst for Technology Self-Efficacy；Engagement and Incidental L2 Vocabulary Acquisition in Digital Gaming: A Qualitative Perspective of an "In-Denial Gaming Addict" From Hong Kong
20	Juan Antonio Nunez Cortes × Sabela Fernandez-Silva	2	2	Exploring the Effect of Plain Terminology on Processing and Comprehension of Administrative Texts in Spanish: A Self-Paced Reading Experiment (vol 35 , Pg 659 , 2025)；Exploring the Effect of Plain Terminology on Processing and Comprehension of Administrative Texts in Spanish: A Self-Paced Reading Experiment
21	John Sie Yuen Lee × Meichun Liu	2	2	Chinese Verb Frames in Primary Education: From Basic Communication to Cognitive Complexity；Verb frame distribution and text difficulty: A corpus-based analysis of verb frames in Chinese textbooks
22	John Chi-Kin Lee × Michelle Mingyue Gu	2	2	Translanguaging and Artificial Intelligence in Education Development: Implications for Leadership in Language Education in a Changing World；A Systematic Review of Family Language Policy Studies From 2008 to 2024
23	Jiao Li × Quanjiang Guo	2	2	Project-Based Learning: Cultivating Creativity in the Language Classroom；Generation Alpha in the Classroom: New Approaches to Learning
24	Hui Kang × Ziming Shi	2	2	Proficiency-Driven Pathways of the Acquisition and Functional Expansion of English Participles: Evidence From L2 Learners Across L1 Backgrounds；Cue Competition and Cognitive Mechanisms in Causal Subordinator Acquisition by Chinese EFL Learners
25	Hui Jin × Zhenlei Huang	2	2	Exploring the Relationship Between Self-Regulated Learning Strategies and Technology Acceptance in GenAI-Assisted Writing: A Person-Centered Approach；The Predictive Effects of L2 Writing Anxiety on Motivational Regulation Strategies: A Person-Centered Approach
26	Hong Shi × Wei Sun	2	2	Exploring Variability in Chinese EFL Learners' Emotional Engagement in GenAI-Supported Language Classrooms；Unpacking the Association Between Growth Mindset, L2 Grit, Conscientiousness, and Foreign Language Performance in a Chinese EFL Context
27	Hanjing Yu × Hongying Peng	2	2	Unveiling Supervisor-Student Interactions: Patterns, Fluctuations, and Influencing Factors of Chinese Postgraduate EFL Learners' Online Interaction With the Supervisor；Developmental dynamics in oral fluency and learner motivation: A dual-focus approach
28	Haerim Hwang × Hyunwoo Kim	2	2	Similar Semantic Category Distributions but Distinct Noun Choices in Nonacademic Second Language Writing of Graduate Students With Different Disciplinary Backgrounds: A Natural Language Processing-Based Analysis；Effects of pronominal reference on the integration of syntactic and semantic information in second language processing
29	Guangxiang Leon Liu × Xian Zhao	2	2	Social Support, Resilience, and (AI-Mediated) Informal Digital Learning of English among Multilingual Learners in Uzbekistan；The Predictive Effects of Sociobiographical Variables, English Learning Confidence, and Digital Competence on AI-Mediated Informal Digital Learning of English (AI-IDLE)
30	Guangwei Hu × Mostafa Nazari	2	2	Purpose-Based Emotion Labor: An Exploratory Heuristic for Expanding Research on Teacher Emotion(s)；Writing Teachers' Emotion(s) and Agency in a Professional Development Course
31	Dina Abdel Salam El-Dakhs × Rezan Alharbi	2	2	How Cold Are Your "Cold Feet"? The Effect of Context and Level of Training on the Translation of Idioms；Rendering natural collocations in a translation task: The effect of direction, congruency, semantic transparency, and proficiency
32	Chun Lai × Tan Jin	2	2	Pre-Service Teachers' Technology Integration in Pronunciation Instruction: Professional Identity and Value Beliefs；How do students engage with parallel corpora in translation? A multiple case study approach
33	Chili Li × Yijie Wang	2	2	Unpacking the Impact of L2 Motivation on Intended Effort Among Chinese Tertiary EFL Learners: Chain Mediating Roles of Use of Mediational Resources and Demotivation；Exploring the Perceived Attitudes, Motivation, and Influencing Factors of Translanguaging Among Teachers of Chinese as an Additional Language From an Activity Theory Lens
34	Chenghao Wang × Yiran Du	2	2	Acceptance and Engagement in Artificial Intelligence-Supported Reading Among Primary School Learners of English as a Foreign Language；Learners' Acceptance and Use of Multimodal Artificial Intelligence (AI)-Generated Content in AI-Mediated Informal Digital Learning of English
35	Chaoqun Lu × Michelle Mingyue Gu	2	2	Artificial Intelligence for Language Learning: A Systematic Review of its Design, Theoretical Foundations, Implementation, and Impact；A Systematic Review of Family Language Policy Studies From 2008 to 2024
36	Bin Zou × Yiran Du	2	2	Acceptance and Engagement in Artificial Intelligence-Supported Reading Among Primary School Learners of English as a Foreign Language；Learners' Acceptance and Use of Multimodal Artificial Intelligence (AI)-Generated Content in AI-Mediated Informal Digital Learning of English
37	Bin Shen × Zhijie Wang	2	2	Teacher Support, Academic Buoyancy, Engagement, and English Academic Achievement: A Moderated Mediation Analysis；"I think I am bilingual, but horizontal ellipsis ": Teachers' practices of and student' attitudes toward translanguaging in a Chinese intercultural communication class
38	Axian Huang × Wei Su	2	2	From Conceiving to Calibrating Requests: How Students Seek Feedback From Generative Artificial Intelligence in Language Interpreting；Comparing Language Learners' Engagement With Teacher and AI's Responses: Differences in Feed-Back, Feed-Up, and Feed-Forward
39	Atsushi Mizumoto × Jerry Huang	2	2	Comparing Peer Feedback and Generative Artificial Intelligence Feedback in Japanese English as a Foreign Language Speaking Context: Impacts on Motivation, Engagement, and Writing Self-Efficacy；Examining the Effects of the L2 Learning Experience on the Ideal L2 Self and Ought-to L2 Self in a Japanese University Context
40	Andrew D. Cohen × Isobel Kai-Hui Wang	2	2	Vocabulary Strategy Instruction in the Argentine EFL Context: Teachers' Perspectives and Practices；Learner-Focused Strategy Instruction From the Teachers' and the Learners' Perspective
41	Sanghee Kang × YouJin Kim	2	1	Examining the Effects of Synchronous Written Corrective Feedback During Computer-Mediated Collaborative Writing: Feedback Type and Learner Perceptions；EFL adolescent learners' perceptions of digital multimodal composing tasks and task outcomes: A longitudinal study
42	Ruiyong Liu × Shifa Chen	2	1	When Does Attachment Vary? Relative Clause Position and Individual Differences in Chinese Learners of English；Multilingual development: English in a global context
43	Hang (Joanna) Zou × Ken Hyland	2	1	Stance in article highlights: The promotion of Covid-19 research；Stance in academic blogs and three-minute theses
44	Ali Derakhshan × Javad Zare	2	1	The relationship between self-regulated learning strategy use and task engagement；Understanding EAP learners' beliefs about language learning from a socio-cultural perspective: A longitudinal study at an EMI context in mainland China
45	Adem Soruc × Dogan Yuksel	2	1	Generative Artificial Intelligence as a Linguistic Crutch or Cognitive Scaffold: The Interplay of Self-Beliefs and General English Proficiency in English Medium Instruction；Teachers' beliefs and practices about oral corrective feedback in university EFL classes
46	Xiangmei Yang × Yani Xu	2		Improving learner reflection for TESOL: Pedagogical strategies to support reflective learning；Writing using sources for academic purposes-theory, research, and practice
47	Shifa Chen × Yule Peng	2		Multilingual development: English in a global context；The Oxford handbook of the mental lexicon
48	Lianrui Yang × Yani Xu	2		Improving learner reflection for TESOL: Pedagogical strategies to support reflective learning；Writing using sources for academic purposes-theory, research, and practice
49	Lianrui Yang × Xiangmei Yang	2		Improving learner reflection for TESOL: Pedagogical strategies to support reflective learning；Writing using sources for academic purposes-theory, research, and practice
50	Irini Mavrou × Jean-Marc Dewaele	2		Differences in emotional reactions of Greek, Hungarian, and British users of English when watching television in English；Emotionality and pleasantness of mixed-emotion stimuli: The role of language, modality, and emotional intelligence
51	Folkert Kuiken × Ineke Vedder	2		Variation in syntactic complexity: Introduction；Syntactic complexity across proficiency and languages: L2 and L1 writing in Dutch, Italian and Spanish
52	Chenming Lyu × Shaopeng Li	2		Study abroad, second language acquisition, and interculturality；The Routledge handbook of second language acquisition and language testing

按同一篇论文中作者共同出现次数统计；同一篇论文中的同一作者组合仅计1次。

2026年论文分析

2026年该刊论文高度集中于人工智能（尤其是生成式AI）在二语/外语学习中的应用与影响，同时持续关注学习动机、情绪、身份认同及多语跨文化实践。方法上以混合设计、纵向跟踪和高级统计建模（如SEM、潜在剖面分析）为主流，大量采集数字平台数据、学习者语料和课堂互动录像，写作强调明确的理论框架（如控制-价值理论、自我决定理论）与实证发现的紧密结合。（本年度题录：363篇）

从最新论文观察到什么

1
选题对象：聚焦非主流群体和新兴场景，如泰国南部穆斯林学生、中国少数民族EFL学习者、新手汉语教师的身份张力、博士生学术写作身份等，并将生成式AI（ChatGPT、Socratic agents）作为主要干预或比较对象。
2
研究方法：纵向和准实验设计显著增多，常采用三波问卷、12周教学干预、学期跨度追踪；数据分析多使用混合方法，特别是量化阶段的潜在剖面分析(LPA)、结构方程模型(SEM)、潜在增长曲线模型(LGCM)与质性阶段的主题分析或现象学分析相结合。
3
材料与数据：数字痕迹和语料库数据被大量利用，如Rednote社交媒体帖子、AI对话记录、自建纵向写作语料库，并借助自然语言处理工具（UCREL语义标注、词汇多样性指标）提取特征，传统问卷仍占重要地位。
4
作者合作与期次特征：多作者、跨国合作普遍，例如中日、中伊、土欧合作；大量论文标注“Early Access”，显示优先在线发表，可能形成以专题为导向的在线优先出版节奏。

投稿时可以直接怎么做

1
将选题聚焦到AI辅助语言学习的具体子场景，如‘AI反馈与教师反馈对写作词汇丰富度的纵向影响差异’，并引用本刊2026年已发同类文献定位研究空白。
2
研究设计采用至少一学期的准实验或纵向追踪，预设明确的时间点进行数据采集，并计划收集定量（问卷、测试成绩）和定性（访谈、反思日志、数字痕迹）两种数据，确保能用混合方法回答研究问题。
3
如需分析文本数据，可借助成熟NLP工具（如UCREL Semantic Analysis System、MATTR等）量化语言特征，并说明工具选择和参数设置的依据，以提升材料分析的客观性和可复现性。
4
在投稿前，检查期刊官网‘Special Issues’或‘Call for Papers’，确认是否有与‘AI in language learning’‘multilingual identity’‘emotions in L2’等近期热点相符的专题征稿，以增加匹配度。

近三年上升的研究主题

近三年期刊显著转向以中国学习者、学习动机、学习者能动性及词汇习得为核心的研究，同时‘探索’类标题增多暗示编辑偏好问题驱动型研究。这些变化提示投稿需聚焦真实课堂语境下的学习者心理与语言发展，并强化方法论创新。

chinese

变化：早期仅5篇，近三年激增至124篇，增长分数最高。

方向判断：可能标志着期刊将中国英语学习者作为主要实证研究对象已成常态，而不仅是某一期专题征稿。长期趋势可能性大，因为频次极高且持续三年。

投稿价值：若研究以中国外语学习者为对象，可优先考虑该刊；在标题和摘要中明确点出‘Chinese learners/context’，并引用该刊近期中国学习者相关文献。

motivation

变化：从1篇升至42篇，增长分数16.648。

方向判断：动机研究在该刊从边缘变为新热点，可能反映应用语言学领域对学习者个体差异的持续关注。增长稳健，不似短期专题。

投稿价值：围绕‘L2 motivation’、‘自我系统’等理论框架投稿，可突出动机与教学干预、技术赋能或情绪的交织，提高与近期发文潮的匹配度。

learners'

变化：早期5篇，近三年74篇，增长分数15.732。

方向判断：‘Learners’认知/行为/策略’成为高频主题，呼应期刊对学习者内部过程（如认知、元认知）的密集关注，属长期方向。

投稿价值：稿件可冠以‘learners' perspective/strategy/development’，并将研究问题锚定在学习者为中心的框架下，方法论上采用混合设计更贴合近三年录用倾向。

exploring

变化：早期3篇，近期61篇，增长分数16.319。

方向判断：标题常用‘Exploring…’提示该刊近期偏爱探索性、质性或混合方法研究，但需警惕‘exploring’本身可能只是写作风格变化，而非研究主题突变。

投稿价值：可在标题中使用‘Exploring the...’并匹配探索性研究设计，但需确保方法严谨（如扎根理论、现象学），避免空泛描述。

vocabulary

变化：早期1篇，近期40篇，增长分数16.182。

方向判断：词汇习得与教学重新成为焦点，可能与语料库、移动辅助学习等新方法交叉，增长迅速且独立于专题，具长期性。

投稿价值：聚焦‘incidental vocabulary acquisition’、‘multiword expressions’或‘corpus-informed vocabulary instruction’，并引用该刊近期高频词汇文献，可提高初筛通过率。

engagement

变化：早期仅1篇，近期38篇，增长分数15.7。

方向判断：学生投入（学习投入、任务投入）成为新兴主题，可能源于教育学领域对‘engagement’的跨学科渗透，但近期频次尚不算极高，需结合期刊是否刚推出相关专题判断持续性。

投稿价值：若涉及‘learner engagement’的量化或生态化测量，可投稿并明确界定engagement维度（行为、认知、情感），引用该刊engagement文献讨论以降低被界定为短期热点的风险。

1
优先选择以中国外语学习者为样本的稿件，并在引言中调用该刊近三年中国语境文献，强化选题连续性。
2
采用‘Exploring...’标题句式搭配混合方法设计，但必须提供足够的方法论细节，避免被误判为描述性研究。
3
将动机或词汇习得与学习投入、情绪等交叉构念整合，体现多变量路径，契合期刊近期多个热点并发的趋势，可提高创新感知度。

用户方向适配与选题结论

核心研究主题i

反映当前期刊题录样本中较稳定的研究结构和主要关注领域。

英语学习者的语言学、话语与社会实践 (English / linguistic / students)

数据依据：269篇，占28.4%

选题价值：属于期刊的主干议题。选题宜在既有理论框架上引入新的研究对象、语料、区域或方法，重点说明相较既有论文的理论增量，避免重复概念阐释。当前样本中该主题约涉及269篇论文。

外语学习与学习者因素 (learning / learners / foreign)

数据依据：228篇，占24.1%

选题价值：聚焦词汇、动机、中国英语学习者等，是期刊核心领域。近期动机、情感、非正式学习等热点均与此相关。

语言教师专业发展与身份认同 (teachers / professional / identity)

数据依据：137篇，占14.5%

选题价值：教师研究持续受关注，特别是EFL教师身份、情感与职业发展，有专题刊支撑但非唯一来源。

二语习得与复杂度研究 (second / learners / complexity)

数据依据：115篇，占12.1%

选题价值：涵盖句法复杂度、习得顺序等，受专题刊影响较小，是期刊传统方向。

写作任务与学习者表现 (writing / task / learners)

数据依据：81篇，占8.6%

选题价值：学术写作、议论文、词汇丰富度等是稳定主题，常与反馈、纠正性反馈关联。