Academic-Scholarly Publications in the Iranian Applied Linguistics Journals (2008-2019): A Comprehensive Review

Document Type: Original Article

Authors

1 Department of Educational Sciences, Faculty of Humanities, University of Qom, Qom

2 Department of English Language and Literature, Faculty of Humanities, University of Qom, Qom

3 Department of English Language and Literature, Faculty of Humanities, University of Qom, Qom, Iran

4 Department of English, Hazrat-e Masoumeh University, Qom

10.22108/are.2019.118554.1484

Abstract

The first step in the optimization of research is to analyze and review the conducted research to gain a comprehensive overview. Therefore, this study was set to delve into the contributions made to Iranian Applied Linguistics Journals approved by the Ministry of Science, Research, and Technology from 2008 to 2019. To analyze the data, frequency analyses were run on 1419 publications. The findings indicated that TEFL-related topics received the most coverage (88%) compared to the other prevalent majors: Linguistics, translation, and literature. The study revealed that male contributions (63.7%) far outweighed those of females (34.4%). Furthermore, it came to light that co-authorship (59.95%) was more appreciated among contributors to Iranian applied linguistics journals. Moreover, Islamic Azad University collectively (25.34%) followed by University of Shiraz (11.3%) and University of Isfahan (10.25%) had the highest number of publications. Assistant (32.12%) and associate professors (21.86%) had the highest number of publications. Furthermore, the most prolific authors were specified: Alireza Jalilifar (n=39), Mahmood Reza Ataei (n=36), and Zia Tajedddin (n=35). It was also found that the US contributors (28.75%) followed by Australian and Malaysian contributors (13.75%) made the highest number of foreign contributions to the Iranian EFL journals. Finally, it was revealed that writing-related topics was the most frequently-explored topic (n=164). Corpus-related studies (n=132) and teacher education (n=118) came second and third respectively. The study provides practitioners and researchers with relevant and missing information about the most frequently-explored topics, the most prolific authors, the most productive universities, and the number of foreign contributions.

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