Vol 2, No. 1 - 2026 - Applied Language Sciences

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Applied Language Sciences (ALS) is a unique journal devoted to the scientific investigation of applied linguistics.

Published by the Global Digital Applied Linguistics Association (GloDAL), ALS is an international, peer-reviewed, open-access venue committed to rigorously examining and disseminating scientific innovative practices, theories, and research at the forefront of language application.

Serving as a crucial forum, the journal connects applied linguistic theory with real-world impact, tackling emerging challenges and opportunities in an increasingly globalized world from a scientific perspective.

Latest articles

Vol 2, No. 1 - 2026

Process vs. Product: Divergent Translanguaging Practices and Perceptions in Emergent Bilinguals’ Digital Multimodal Composing

Author(s): Congchao Hua and Yongli Liu

Published: 20 January 2026

Abstract: This study investigated emergent Mandarin-English bilinguals’ practices and perceptions of translanguaging in the process and product of digital multimodal composing (DMC) in a content and language integrated learning (CLIL) context...

Adopt, adapt, or reject? Analysing student-AI interaction in university curriculum-aligned writing tasks

Author(s): Yeong-Ju Lee, Rauno Parrila, and Danielle Colenbrander

Published: 16 March 2026

Abstract: Artificial intelligence (AI) is reshaping academic writing instruction. However, there is limited evidence on how students actually interact with AI and how pedagogy can guide ethical and reflective engagement...

Contextualizing CLIL in Elementary Schools in Taiwan and Beyond: A Language-Driven Perspective

Author(s): Yu-ju Hung

Published: 14 April 2026

Abstract: The Taiwan government has enforced educational policies that encourage implementation of Content and Language Integrated Learning (CLIL) in elementary school subject courses. Given concerns about the lack of content teachers with adequate English proficiency...

From Passive Reception to Active Construction: Using AI-Powered ClassPoint to Develop Academic Literacies in University EAP

Author(s): Frankie Har & Jamie Sullivan

Published: 15 April 2026

Abstract: ClassPoint, an interactive presentation tool, was integrated into a Year 1 university-level English for Academic Purposes (EAP) course in Hong Kong to foster real-time participation, boost critical engagement, and hone students' academic literacies...

Creating English-Medium Professional Dialogue in Japan: A Practitioner-Led Innovation Study

Author(s): Rintaro Sato

Published: 16 April 2026

Abstract: This practitioner-led innovation study examines a decade-long effort to establish English-medium academic meetings at a teacher education university in Japan, where English is highly valued as a school subject yet rarely used in teachers' professional communication...

Tailoring written feedback to fit: The role of cognitive learning styles in improving EFL writing with feedback

Author(s): Lu Xiaotong & Lin Pan

Published: 20 April 2026

Abstract: Writing is one of the essential skills that foreign language learners should master. Written feedback is a practical way for teachers in China to provide feedback when teaching English writing. As a dimension of the learner factor, students' cognitive learning styles may influence their performance in developing writing skills and their reaction to teachers' written feedback...

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This journal is peer reviewed and indexed in: Baidu Scholar ; CNKI Scholar ; Dimensions ; Glottolog ; Google Scholar ; IBR/IBZ

ISSN 2979-0557