Qualitative Inquiry as Praxis in L2 Studies, as an international peer-reviewed journal, offers a forum for arguments and dialogues on post-positivist, interpretive, post-structural, post-colonial, and antiracist perspectives and concerns in L2 studies. Aiming at deconstructing the existing metanarrative as a narrative above narrative and promoting the possibility of diversity, inclusion, equity, hybridity, and in-betweenness, this journal is devoted to the enactment and embodiment of qualitative theories into practices and processes guiding  teachers, teacher educators, researchers, and practitioners in language and educational fields of study or literary studies, which play a key role in L2 studies. This journal, committed to follow the Committee on Publication Ethics (COPE), encourages scholars and researchers to submit their high quality and state-of-the-art qualitative research studies on the topics covered by the main scopes of the journal.

Call for Papers

The journal of “Qualitative Inquiry as Praxis in L2 Studies” invites scholars, researchers, and practitioners to submit methodological, empirical, and theoretical papers that explore the transformative potential of qualitative research in second language (L2) studies. As a dynamic and interdisciplinary field, L2 studies increasingly demand critical, reflexive, and praxis-oriented approaches to understanding the complex interplay of language, pedagogy, power, and identity.

 

This call for papers aims to gather research papers from those who are interested in doing qualitative research undertakings as a form of praxis.  “Qualitative Inquiry as Praxis in L2 Studies” accepts qualitative studies that follow critical approaches to second/foreign language (L2) pedagogy and support the enactment of transformative pedagogy as well as socially just and peaceful L2 education systems. The aim is to offer a space of epistemic diversity, cultural hybridity, a turn towards an ontology of in-betweenness, and decentered translingualism.

Themes and Topics

This call for papers invites the submission of methodological, empirical, and theoretical papers that offer innovative perspectives on the following topics, but not restricted to:

• Critical and antiracist language pedagogy
• Language pedagogies of resistance, critical hope, and transformation
• Socially just and peace education in language classrooms
• Social literacy, critical literacy, and global citizenship in language classrooms
• Critical digital pedagogy
• Technology integration and language learning and teaching
• Artificial intelligence and language education
• Socio-applied linguistics
• Emotional and social dimensions of language learning and teaching
• Identity and language learning and teaching
• Philosophies and values in L2 studies
• Language policy and planning
• Multilingualism and translanguaging
• Cultural studies in language education
• Language teacher education
• Literature in language education

We welcome research undertakings grounded on qualitative research methodologies like grounded theory, phenomenology, hermeneutics, narrative inquiry, classroom research, discourse analysis, critical discourse analysis, ethnography, auto-ethnography, and case studies. We particularly welcome submissions that:

• Emphasize qualitative methodologies as tools for social change and empowerment
• Highlight the voices of underrepresented and marginalized communities
• Bridge theory and practice, offering actionable insights for teachers, teacher educators, and language and education policymakers
• Engage with interdisciplinary perspectives to enrich L2 studies.

Submission Guidelines

• Manuscripts should be original, unpublished, and not under consideration elsewhere.
• Submissions should be within the aim and scope of the journal and adhere to the journal’s formatting and style guidelines, available on the journal’s website.
• Researchers should submit their manuscripts through the journal’s online submission system.
• For inquiries, contact editor-in-chief at quipls@lu.ac.ir

Review Process

All submissions will undergo a rigorous double-blind peer review process to ensure the highest standards of academic quality and relevance. Join us in advancing qualitative inquiry as a praxis-oriented approach to L2 studies and enacting more equitable, inclusive, and transformative language education practices.