Submit a Manuscript to the Journal

Computers in the Schools

For a Special Issue on

Integrating AI Technology into Language Teacher Education: Challenges, Potentials and Assumptions

Manuscript deadline
10 July 2024

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Special Issue Editor(s)

Rod Case, University of Nevada, Reno, USA
[email protected]

Leping Liu, University of Nevada, Reno, USA
[email protected]

Joseph Mintz, University College of London
[email protected]

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Integrating AI Technology into Language Teacher Education: Challenges, Potentials and Assumptions

This special issue seeks contributions that explore the incorporation of artificial intelligence (AI) technologies and applications in the realm of language learning and teaching, particularly aimed at pre-service and in-service teachers. It is intended for an audience of researchers and educators specializing in language teacher education. Submissions should encompass the following four key elements, though the order of presentation is flexible:
1. challenges or issues in language learning and teaching addressed in the study,
2. AI technologies or applications used in the study,
3. the integration design and/or innovative use of the AI technologies/applications in language learning and teaching that address contemporary issues, and
4. evidence/data to explore the effectiveness of proposed AI-technology integration.

The following are some more details for your reference:

Among language educators, there are many who have begun to explore the possibilities of ChatGPT and other AI bots. Classroom-based studies have identified ways in which the use of ChatGPT and AI bots can facilitate second language writing skills (e.g., dos Santos et al., 2023; Kim et al., 2023), increase vocabulary (Kohnke et al., 2023) and improve assessments (Sims, 2023). Still others have focused on the potential of ChatGPT and other AI bots to aid teachers in broader tasks such as creating lesson plans (Farrokhnia et al., 2023; Skrabut, 2023) and classroom materials (Finley, 2023). Finally, there are explorations into the ways in which ChatGPT and AI bots might be exploited for their potential to provide individualized tutoring and instruction which can offer targeted feedback to learners in terms of pronunciation and speaking (Jia, et al., 2022; Ruan, et al., 2021) and grammar (Al-Abdullatif & Alsubaie (2022). Missing from the research, however, are explorations into the ways in which ChatGPT and AI technology can inform language teacher education. This special issue invites researchers to submit manuscripts which explore the unique challenges faced by language teacher educators. The five research areas below are not meant to be exclusive. Rather, they represent a guide, a starting point for researchers to describe the ways in which language teacher education is informed by the social and cultural practices of the language learners in their respective communities.
• Instructional Practices in the K-12 Classroom: Within the broader discussion of the multilingual turn in language learning, how might ChatGPT and AI technology serve as a semiotic resource for instruction, taking into account the linguistic, prosodic, interactional, nonverbal, graphic pictorial and auditory resources it can bring to educators and students?
• Language and Cultural Practices in Preservice Teacher Classroom or Professional Development: To what extent can (ChatGPT and AI technology) serve as a partner in exploring the cultural and linguistic practices of multilingual learners which inform preservice language teacher education coursework and professional development?
• Demographics Driving the Use of AI: What are the demographics describing the use and adoption of ChatGPT and AI technology in teacher education classrooms and professional development? Factors might include but are not limited to funding for information technology, urban/rural, family size, socioeconomic status of students and linguistic diversity in the community.
• Academic Achievement and AI: What is the potential for ChatGPT and AI technology to improve academic achievement among multilingual learners? What instructional, curricular or assessment practices complement the use of ChatGPT, and what implications are there for future policies guiding the use of ChatGPT and AI technology?
• What Ethical Concerns are present in the use of use of AI in language education? How do these concerns shape language teacher education?
• What Assumptions should guide the integration of AI and language learning in the schools in the future? How might the assumptions guiding contemporary language learning and teaching inform use of AI?

Please explain the AI technology used in any of the above areas of your study. Detailed descriptions should be provided (but not limited to):
• What The AI Technology/Application/Tool Is: For example, in the literature, the following AI technologies have been used in language learning and teaching:
o AI-powered or generative AI chatbots, e.g., ChatGPT or other chatbots
o Natural Language Processing (NLP), which offers the utility of machine translation
o Data-Driven Learning (DDL), which is facilitated by the use of corpora
o Automated Writing Evaluation (AWE), which provides students with feedback on their written work
o Computerized Dynamic Assessment (CDA), which provides learners with automatic mediations and allows learners to analyze language related issues
o Intelligent Tutoring Systems (ITSs), which are computer systems designed to provide personalized and interactive instruction to students without intervention from a human instructor
o Automatic Speech Recognition (ASR), a technology that uses AI and machine learning techniques to understand and produce spoken and written text
• Functions of the AI Technology/Application, please describe:
o what it can do,
o how it is operated or can be used.
o any resource information about it
• The Reason to Select This AI Technology/Application:
o theories to support the use of it (if any)
o literature to support the use of it, or
o practically, provide specific reasons
o how the use of it relates to the issue
• Any related information

Explain the procedures of the integration design and innovative use of AI-technology in language learning and teaching in any of the above areas. Please include (but not limited to):
• Fundamental Integration Design:
o preliminary assessment (needs assessment, tech assessment, learning content assessment, or learner assessment…) if any
o objectives of using the selected AI technology or application
o the context/content/activities/… of language learning or teaching
o the procedures/tasks/… of using the selected AI technology/application, and outcomes that would relate to the objectives
o preparations (hardware, software, system, platform, or learning materials …) if any
o who is applying the selected AI technology
o how the use of this AI technology addresses the issue in language learning and teaching
• Innovative Integration Design or Use of AI Technology:
o describe your innovative or creative ideas and practices, if any
o what is new and what is different form the use of non-AI technology over years
o how were the new ideas formulated/developed, or supported by any research and theories?
o especially, different approaches of design and practices in AI-supported language learning and teaching are invited in this call, such as
 dynamic instructional design
 user experience (UX) design
 microlearning or nano-learning activities
 dynamic assessment for language learning and AI-integration
• What Makes the Technology Integration Work (for both fundamental and innovative design):
o explain what works and what does not work
o summarize the expected and unexpected findings
o provide theories or hypotheses to explain the success/unsuccess of the AI-supported language learning and teaching
o conclude reasonable assumptions (if could) for successful AI-supported language learning and teaching
• Any related information

Submission should provide qualitative or/and quantitative data to justify the effectiveness or ineffectiveness of the proposed AI technology integration. Qualitative data may include but not limited to students’, or teachers’ verbal and written feedback and observation notes. Quantitative data may include measurements on any variables or outcomes from the study (e.g., for observations and learning analytics, attitudes, engagements, motivations, etc.). We welcome accounts of both successful and unsuccessful AI technology integrations. In cases of unsuccessful integrations, authors are encouraged to analyze the reasons, problems, and challenges encountered during the application of the AI technology. Furthermore, for such instances, constructive suggestions for improvement are also expected. In general, the following information should be provided (but not limited to):
• describe the source of the data
• explain the strategies to analyze the data
• report findings from data analyses
• issues or problems when applying the proposed technology to solve the issue

ANY WORK related to the use of AI tools in language learning and teaching for pre-service or in-service teachers would be appropriate.

Submission Instructions

• research papers or reports (quantitative, qualitative, or mixed),
• case or project reports, and
• literature reviews and position papers (contact the guest editors to discuss the possibility).

• Manuscripts should be prepared according to the Publication Manual of the American Psychological Association (Seventh Edition), and should include an abstract and at least 5 key words.
• Manuscripts should not exceed approximately 25 pages of double-spaced text including title page, abstract, references, figures, tables, etc., unless the authors obtain advance approval for a long paper from the guest editors. Use “called out” for figures and tables.
• A title page is required including author’s name, academic title, work address, e-mail address, and ORCID number.

Special instructions, such as ‘Select "special issue title” when submitting your paper.

You are welcome to contact the editors to discuss your ideas.

Instructions for AuthorsSubmit an Article