Australian Review of Applied Linguistics

16/09/2026

To mark the launch of the Australian Review of Applied Linguistics Special Edition, 'Strengthening Aboriginal and Torres Strait Islander language learning', join us online for an information session celebrating Aboriginal and Torres Strait Islander voices in language research.

Guest editors Robyn Ober and Al Harvey will be joined by five of the First Nations-led research teams who contributed papers, sharing insights into their research, their journeys and their experiences as authors.

It's a chance to meet the people leading language research from First Nations perspectives, and to hear first-hand about the opportunities, and the challenges, in growing First Nations authorship in applied linguistics.

📅 Wednesday 30 September
🕓 4:00pm AEST
💻 Online
🔗 Register here: https://linktr.ee/firstlanguages

02/09/2026

New ARAL paper alert!
https://www.jbe-platform.com/content/journals/10.1075/aral.25015.wan
Function word frames in English argumentative writing by Thai students
Author(s): Ali Wang and Ridwan Wahid
Abstract
Lexical bundles and lexical phrases (p-frames) are multi-word sequences that have been widely researched. However, function word frames (FWFs) — p-frames with fixed function words and variable content words — remain underexplored in argumentative writing. Thai students struggle with function words because their first language (L1) lacks grammatical equivalents for these frames. Based on Nation’s (2001) function word list, the p-frame classification by Gray and Biber (2013), the discourse function taxonomy by Hyland (2008), and the semantic taxonomy used by Biber (2006), the analysis showed that L1 English speakers (L1 group) use 88 FWF types (59 unique) and Thai students (L2 group) use 82 (53 unique), with 29 common to both. Thai students commonly used the * in the (which is an indication of a directive style), and L1 group preferred I * that it (which is a personal statement). Both groups primarily used research-oriented FWFs, with Thai students favouring text-oriented types and L1 group preferring participant-oriented and multifunctional ones. Both groups frequently used nouns in FWFs, especially abstract/process ones; L1 group also preferred quantity nouns. L1 group employed verbs more, especially mental and relational ones; Thai students used more mixed-category constructions, especially intra-noun and noun-adjective. Conversely, Thai students favoured activity verbs for experiential expression. Adjectives and adverbs are limited. The resulting issues (e.g., word-class confusion) appear in the fillers — noun-adjective or noun-verb combinations. Overall, variations in FWF discourse functions and filler semantics reveal distinct functional constraints and developmental semantic gaps in Thai learners’ phraseological competence compared to L1 group.

09/07/2026

New ARAL paper alert!
https://www.jbe-platform.com/content/journals/10.1075/aral.25103.nag
Toward AI‑literate and genre awareness
Coupling SFL–GBA instruction with ChatGPT in university EFL classrooms
Author(s): Akiko Nagao
Abstract
Research on artificial intelligence (AI)-assisted rewriting activities in Systemic Functional Linguistics–Genre-Based Approach (SFL–GBA) L2 writing remains limited. In this study, revision tasks using ChatGPT were embedded into a 15-week SFL–GBA writing class at a university in Japan. EFL learners wrote pre-essays in the discussion genre within a time limit and then revised the same text using ChatGPT. Their experiences were collected through a post-essay questionnaire on how ChatGPT prompted them, how well they understood the feedback, and how they felt about using it again. Pre- essay and post-revision drafts were explored to understand their selected SFL resources, including changes in the uses of Nominalization, Attribution, and theme patterns. Low-proficiency first-year students tended to use ChatGPT for local substitutions, while high-proficiency first-year students were more likely to seek guidance on word choice and genre direction. Second-year university students used ChatGPT more selectively for sentence restructuring and phrasing refinement. While EFL learners’ evaluations of the feedback were generally positive, their willingness to continue using ChatGPT varied across groups and seemed to be related to their perceptions of the clarity of the feedback. Revised drafts illustrated a gradual shift toward a more academic register with higher lexical density and more nominalizations. Changes in the use of interpersonal positioning and the use of contrasting themes to organize counterarguments were also identified.

03/07/2026

Pleased to announce I am the new Co-editor in chief of Language Learning & Technology from Sept 2026, together with Qing Ma and YuJu Karey Lan. An announcement has been made here:
https://www.lltjournal.org/post/27/

LL&T is one of the biggest journals in linguistics with a rank of 17th out of 303 journals in that field (JCR) and 10th out of 1001 Language and Linguistics (Citescore).

I will be stepping down in my role as EIC of the Australian Review of Applied Linguistics in December.

We look forward to working with you all to push the field forward! We are diamond open access!

The Executive Board of Language Learning & Technology (LLT) is pleased to announce the appointment of Peter Crosthwaite, Yu-Ju Lan, and Qing Ma as …

16/06/2026

New ARAL paper alert!
A review of the idiodynamic method in second language learning and teaching research
Authors: Quoc Viet Hoang, Van-Loi Nguyen and Xuan Mai Le
Available now to subscribers

07/06/2026

New ARAL paper alert!
Q***r identity in critical language pedagogical practice
How do q***r teachers’ identities shape language pedagogy?

Author(s): Mark Bedoya Ulla and Stephenie Ong Busbus

https://www.jbe-platform.com/content/journals/10.1075/aral.25110.ull

Available to subscribers

27/05/2026

New ARAL paper alert!
Developing a nature tourism word list for L2 learners in the tourism Piyapong Laosrirattanachai, Nitikorn Rittikote and Piyanuch Laosrirattanachai

https://www.jbe-platform.com/content/journals/10.1075/aral.25109.lao

ABSTRACT
This study develops the Nature Tourism Word List (NTWL) to support second-language (L2) learners in acquiring specialised vocabulary crucial for effective communication in the nature tourism sector. Recognising the significance of nature tourism for global economies, environmental awareness, and professional communication, the NTWL was designed to bridge the gap between academic preparation and real-world practice. The study employed a mixed approach, combining corpus-based and judgement-based methods. A Nature Tourism Corpus (NTC) of 3.4 million tokens was compiled from official national park websites across six regions, while a Second-NTC of 448,000 tokens was used for evaluation. Statistical measures — frequency, range, uniformity, and dispersion — were applied alongside lexical profiling, keyword analysis, semantic tagging, and dictionary consultation to ensure precision and contextual relevance. The final NTWL comprises 744 lemmas, classified into technical, semi-technical, and supportive categories. Coverage tests showed the NTWL accounted for 14.55% of the NTC and 13.48% of the Second-NTC, surpassing the 5–8% expected threshold for technical lists. These findings indicate its strong generalisability and pedagogical value. The NTWL thus provides a practical resource for learners and educators, enhancing vocabulary acquisition and promoting communicative competence in nature tourism.

26/05/2026

New ARAL paper alert!
https://benjamins.com/catalog/aral.25086.mhi
Voice markers in writing
A scoping review of recent empirical research
Olga Mhilli | The University of Sydney
Available Open Access!

Abstract
Authorial voice has been recognised as an essential aspect of writing, prompting increased efforts to interpret this complex concept (Cheung & Lau, 2020; Mhilli, 2020; Mhilli, 2023; Zabihi & Bayan, 2020; Zhao & Liu, 2021). The most recent literature on voice in writing defines voice as the author’s identity reflected in text (Naimmah Hamdan & Ahmad, 2023; Mhilli, 2023). However, the question of which linguistic features mark voice in text remains contested, as existing empirical studies identify a wide range of possible linguistic realisations of authorial voice in writing (Stock & Eik-Nes, 2016). While this variety of markers reflects the concept’s complexity (Mhilli, 2023), it also poses challenges, particularly in contexts such as linguistic analysis and teaching, where voice needs to be clearly operationalised. This scoping review addresses this gap through a systematic mapping of the complex landscape of linguistic realisations of textual voice in recent empirical research. The findings highlight the crucial role analytical frameworks play in determining the choice of voice markers for textual analysis. The findings indicate that the analytical frameworks used in recent empirical studies range from unfocused to narrowly focused. The findings also indicate that the implementation of comprehensive and manageable functional frameworks with specific categorisations of voice markers enables more informed and rigorous analysis of the complex and dynamic concept of authorial voice in writing. This scoping literature review has implications for future research, advocating for a refinement of research methodologies in textual voice analysis. It also informs evidence-based educational practices, advancing the understanding of authorial voice as an explicitly teachable objective integrated into writing instruction and curricula.

Authorial voice has been recognised as an essential aspect of writing, prompting increased efforts to interpret this complex concept (Cheung & Lau, 2020; Mhilli, 2020; Mhilli, 2023; Zabihi & Bayan, 2020; Zhao & Liu, 2021). The most recent literature on voice in writing defines voice as the author’...

22/05/2026

New ARAL paper alert!
Appraisal resource alignment in the iterative audiovisual-based speaking continuation tasks
Chuyi Zhou and Yaohua Luo
https://www.jbe-platform.com/content/journals/10.1075/aral.25098.zho
Available now to subscribers!

ABSTRACT
Iterative audiovisual-based speaking continuation (ABSC) tasks involve multiple rounds of video-watching and speaking on a consistent topic, providing learners with opportunities to encounter varied vocabulary and contextualized usage. The appraisal system (Martin & White, 2005) serves as an important language resource to express attitudes and mediate interpersonal relations. This study examined the alignment effects of ABSC tasks on appraisal resources by a Chinese EFL learner engaged in 33 rounds of ABSC tasks across 10 topics. Findings revealed that the EFL learner’s appraisal resources showed significant differences from the video inputs, mainly in the attitude and heteroglossic systems, indicating difficulties in effectively aligning with these resources during the tasks. Throughout the longitudinal completion of multi-turn ABSC tasks, the EFL learner presented a fluctuating process of appraisal resource alignment, with limited alignment in early and middle phases and increased alignment in the later phase, reflecting the complex and developmental nature of appraisal resource alignment in continuation tasks. Notably, multiple methods were used in this process to facilitate such alignment, including video re-watching, self-motivation, and goal-setting. The pedagogical implications of integrating ABSC tasks to optimize appraisal resource utilization are also discussed.

07/05/2026

New ARAL paper alert!
Morphological complexity as a predictor of integrated and independent L2 writing quality
Kutay Uzun
Abstract
This study aimed to test if morphological complexity (MC) could predict L2 English writing quality (L2WQ) and if the predictive power of MC would differ under integrated and independent task conditions. The data sources of the study were 234 integrated and 639 independent reliably-scored argumentative essays. Sixty-six MC indices were calculated for each text in the corpora, and the strongest possible prediction models were obtained using ElasticNet regression with recursive feature elimination and cross-validation. The results showed that the best model for integrated L2WQ was obtained with 13 MC indices, explaining almost half of the variance. For independent L2WQ, the best model could explain slightly less than one tenth of the variance with 13 MC indices. The findings underscore the need to devise an L2 MC development framework across language proficiency levels and to include MC as a component in the assessment of L2WQ. Additionally, the findings emphasize the necessity to increase morphological awareness among L2 learners.
https://www.jbe-platform.com/content/journals/10.1075/aral.25001.uzu
Available now to subscribers!