AI and Language Education

Artificial intelligence is rapidly reshaping language education. Generative AI, automated feedback, speech technologies, translation systems and algorithmic platforms are changing how learners write, speak, translate, revise, search for information and imagine what it means to know a language. These changes create opportunities for language learning, but they also raise questions about authorship, agency, critical literacy, assessment, equity and teacher professional judgment.

My research examines AI in language education from a critical and sociocultural perspective. Rather than treating AI as a neutral technological solution, I study how teachers and learners make sense of intelligent systems, how they incorporate them into language learning practices, and how AI becomes part of digitally mediated literacies. This includes attention to classroom contexts, informal learning, teacher education, platform cultures and the broader digital wilds in which language learning increasingly occurs.

This line of work connects with my broader research on digital literacies, TELL/CALL, informal digital language learning, online discourse, fandom and language teacher education. It asks how future and practicing educators can engage with AI responsibly, critically and pedagogically, while keeping language learning grounded in communication, participation, reflection and human meaning-making.