The Annual Review of Applied Linguistics publishes research on key topics in the broad field of applied linguistics. Each issue is thematic, providing a variety of perspectives on the topic through research summaries, critical overviews, position papers and empirical studies. ARAL provides articles on a wide number of areas, including language learning and pedagogy, second language acquisition, sociolinguistics, language policy and planning, language assessment, and research design and methodology.

Applied Linguistics publishes research into language with relevance to real-world issues.

The Canadian Modern Language Review publishes peer-reviewed articles on second language learning and teaching. It is a bilingual (French and English) online-only journal of international repute, serving researchers and language teaching professionals interested in the learning and teaching of English and French as second languages (Canada’s two official languages), as well as the range of modern, indigenous, heritage, and community languages taught and learned across Canada.

A intercontinental and interdisciplinary journal which leads the field in its dedication to all matters associated with the use of computers in language learning (L1 and L2), teaching and testing. It provides a forum to discuss the discoveries in the field and to exchange experience and information about existing techniques. The scope of the journal is intentionally wide-ranging and embraces a multitude of disciplines.

The International Journal of Applied Linguistics publishes articles that focus on the mediation between expertise about language and experience of language. The journal seeks to develop an awareness of the way language works, how it affects peoples' lives, and what interventions are desirable and feasible to make in differing domains of language use and learning.

Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation.

Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations.

Language Teaching is a resource for language professionals providing an overview of research in the field of second-language teaching and learning. It offers critical survey articles of recent research on specific topics, second and foreign languages and countries. The journal also includes regional surveys of outstanding doctoral dissertations, topic-based research timelines, theme-based research agendas, recent plenary conference speeches, and research-in-progress reports. A thorough peer-reviewing procedure applies to both the commissioned and the unsolicited articles.

Language Teaching Research is a peer-reviewed journal that publishes research within the area of second or foreign language teaching. A wide range of topics in the area of language teaching is covered, including: Programme; Syllabus; Materials design; Methodology; and the teaching of specific skills and language for specific purposes.

The MLJ is an international refereed journal that is dedicated to promoting scholarly exchange among researchers and teachers of all modern foreign languages and English as a second language. The journal is particularly committed to publishing high quality work in non-English languages. Its publication focus is further defined by linking the findings of research to teaching and learning in a variety of settings and on all educational levels.

ReCALL is the journal of the European Association for Computer Assisted Language Learning (EUROCALL). It seeks to fulfil the stated aims of EUROCALL as a whole, i.e. to encourage the use of technology for the learning and teaching of languages and cultures, and especially the promotion and dissemination of innovative research and practice in areas relating to CALL including, but not limited to: Applied Linguistics, Corpus Linguistics, Digital Pedagogy, Digital Literacies, Computer-Mediated Communication, Learning Analytics, Second Language Acquisition, and Educational Science.

Studies in Second Language Acquisition is a refereed journal of international scope devoted to the scientific discussion of acquisition or use of non-native and heritage languages. Each volume (five issues) contains research articles of either a quantitative or qualitative nature in addition to essays on current theoretical matters. Other rubrics include shorter articles such as Replication Studies, Critical Commentaries, and Research Reports.

This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language.

TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly publishes articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect.