Artificial Intelligence and Language Education: Promises, Challenges, and Applications

Editors: Chaoran Wang (Colby College) and Zhongfeng Tian (Rutgers University)

The recent advancements in generative Artificial Intelligence (AI) technologies (for instance,
ChatGPT, GPT-3.5) have ignited extensive debates surrounding the use and role of AI in
educational contexts. Current literature suggests that AI holds the potential to reduce language
learners’ cognitive barriers (Gayed et al., 2022) and offer personalized support and feedback for
students (e.g., Godwin-Jones, 2022; Hwang et al., 2020; Hwang et al., 2023). Meanwhile,
scholars and educators also raise apprehensions about the efficiency, ethics, transparency,
equity, and diversity issues that arise when incorporating AI into teaching and learning
(Dignum, 2019; Holmes et al., 2021).

The ongoing development of AI technologies, particularly language-related AI systems (Carolus

et al., 2023), with their capabilities to process and generate various modalities of language (e.g.,
spoken, written, visual), is inevitably presenting new opportunities and challenges to language
and literacy education. We thus would like to invite researchers and practitioners in the field to
contribute to this emergent and critical conversation. Our aim is to bring together language
teachers and researchers to explore issues related to AI and language education, share creative
pedagogical approaches to incorporating AI into teaching, and reflect on being language teachers
and researchers in an age of AI.

To bridge the gap among theory, research, and practice, we welcome original contributions
encompassing theoretical/conceptual perspectives, empirical studies, or practical applications.
We welcome submissions covering diverse contexts, regardless of instruction level (K-12 or
higher education), delivery method (face-to-face or online/hybrid), or the languages taught
(English, Spanish, Mandarin or other named languages).

Possible topics include but are not limited to:

● AI assisted reading, writing, listening and speaking;
● AI and instruction, assessment, and feedback practice;
● AI and multilingual students;
● AI and students with learning differences;
● AI and teacher education, beliefs, and identity;
● AI, ethics (e.g., plagiarism, academic integrity), and responsible use of AI;
● AI, linguistic diversity, and social justice;
● Human-AI collaboration in language education from a cross-cultural and indigenous
perspective.

The proposed volume will be submitted to Routledge. If you are interested, please send a
proposal including a tentative title, author list, and abstract (300-word max) by April 30,
2023. Prospective authors will be notified on May 15, 2023. Proposals should be submitted to
Chaoran Wang at chaowang@colby.edu and Zhongfeng Tian at zhongfeng.tian@rutgers.edu.

Proposed Timeline (tentative):

May 15, 2023: Notification of Acceptance
October 31, 2023: Full drafts submitted to volume editors (around 6,000 - 7,000 words)
January 2024: Completion of peer reviews of individual chapters
April 2024: Revisions of individual chapters completed
July 2024: Completed volume submitted to publisher

References:
Carolus, A., Augustin, Y., Markus, A., & Wienrich, C. (2023). Digital interaction literacy model
– Conceptualizing competencies for literate interactions with voice-based AI systems.
Computers and Education: Artificial Intelligence, 4, 100114.

Dignum, V. (2019). Responsible artificial intelligence: how to develop and use AI in a

responsible way. Springer Nature.

Gayed, J. M., Carlon, M. K. J., Oriola, A. M., & Cross, J. S. (2022). Exploring an AI-based
writing assistant's impact on English language learners. Computers and Education: Artificial
Intelligence, 3, 100055.

Godwin-Jones, R. (2022). Partnering with AI: Intelligent writing assistance and instructed
language learning. Language Learning & Technology, 26(2), 5-24. http://doi.org/10125/73474

Holmes, W., Porayska-Pomsta, K., Holstein, K., Sutherland, E., Baker, T., Shum, S. B., &
Koedinger, K. R. (2021). Ethics of AI in education: Towards a community-wide framework.
International Journal of Artificial Intelligence in Education, 1-23.

Hwang, G. J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research
issues of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence,
1, 100001.

Hwang, W.-Y., Nurtantyana, R., Purba, S. W. D., Hariyanti, U., Indrihapsari, Y., & Surjono, H.
D. (2023). AI and Recognition Technologies to Facilitate English as Foreign Language Writing
for Supporting Personalization and Contextualization in Authentic Contexts. Journal of
Educational Computing Research, 0(0). https://doi.org/10.1177/07356331221137253
About us - the editors:
Chaoran Wang is an Assistant Professor of Writing at Colby College, USA. Her research
interests are technology-enhanced language learning, multilingual writing, teacher identity and
professional development. Recent publications include articles in Language Teaching and
Journal of Global Literacies, Technologies, and Emerging Pedagogies and book chapters in
Research Methods in Language Teaching and Learning and Transformative Teaching Around
the World.She is a recipient of the OER Research Fellowship by the Open Education Group and
the Doctoral Dissertation Grant by the International Research Foundation for English Language
Education (TIRF).

Zhongfeng Tian is Assistant Professor of Bilingual Education at Rutgers University, USA.

Theoretically grounded in translanguaging, his research centers on working with teachers to
provide bi/multilingual students with equitable and inclusive learning environments in ESL and
dual language bilingual education contexts. Dr. Tian has published five co-edited special issues
and four edited volumes (with Multilingual Matters, Springer, and De Gruyter Mouton). His
articles can be found at Journal of Multilingual and Multicultural Development, Journal of
Language, Identity & Education, TESOL Quarterly, System, etc. Most recently, Dr. Tian has
received an Early Career Award from ACTFL (American Council on the Teaching of Foreign
Languages) Research SIG.