Research projects and emerging agendas on digital language learning, AI-mediated literacies, informal learning, fandom, video games, social media and language teacher education.
My current research agenda examines how artificial intelligence, digital platforms and contemporary literacy practices reshape language learning, teaching, authorship, agency and teacher education.
AIM develops an emerging line of inquiry into AI-mediated literacies, languaging, learner agency, algorithmic cultures and language teacher education. It builds on previous work on digital literacies, informal language learning and teacher education, while focusing more directly on how people use, imagine and negotiate AI in language learning contexts.
These projects connect empirical research, teacher education, digital literacies, open educational resources and knowledge transfer.
Digital Language Learning of Junior Language Teachers. A national research project on how junior and preservice language teachers engage with digital technologies, AI-powered tools, platforms and online spaces for professional learning and language development.
Social Media and Video Games for Language Learning and Teaching. A project examining how social media, video games and participatory digital environments support language learning, digital literacy practices and language teacher education.
A postdoctoral project on video games as academic and vernacular literacy practices among young people, with attention to informal learning, online participation and digital literacy practices across gaming spaces.
A sustained line of knowledge transfer through open educational resources, public-facing writing, teacher education workshops and materials on fandom, AI, digital literacies and language learning.
Across projects, I examine digital environments as social, cultural and semiotic ecologies where people learn languages, construct identities, participate in communities and develop new literacy practices.
How learners engage with languages beyond the classroom through online communities, platforms, games, fandoms and social media.
How future and junior language teachers develop digital, pedagogical and critical capacities through contemporary technologies and literacy practices.
How generative AI and algorithmic systems reshape language learning, feedback, authorship, assessment, agency and educational futures.
How fanfiction, fansubbing, scanlation, memes and other fan practices become meaningful spaces for language learning and identity work.
How people use images, texts, platforms, memes, videos and digital genres to communicate, learn and participate.
How research can be transformed into open resources, teacher education activities, public-facing writing and practical pedagogical proposals.