Call for Papers
Journal of Applied Linguistics and Languages in Educational Digital Settings
(ALLiED Journal)
Call for papers
Special issue: AI and foreign language learning: bridging classroom practice and research
Edited by: Adriano Ferraresi (University of Bologna), Anna Mongibello (University of Napoli “L’Orientale”), Francesca Raffi (University of Macerata) and Serge Bibauw (University of Louvain)
Generative Artificial Intelligence (AI) is increasingly shaping how we teach, learn, and research languages, redefining traditional boundaries between theory and classroom practice (Chen et al., 2020). Within the field of language learning and teaching, the adoption of AI tools such as ChatGPT and other Large Language Models (LLMs) has sparked growing interest among researchers, educators, and practitioners. These technologies have been explored for a wide range of pedagogical purposes, including writing assistance, automated feedback, task design, and personalized tutoring (Khonke et al., 2023).
Existing studies have demonstrated promising cognitive and behavioural effects, such as improvements in learners’ linguistic competence (Bibauw et al., 2022) and motivation (Fryer et al., 2020). Parallel lines of inquiry, often based on classroom surveys or action research, have investigated the pedagogical affordances of these tools and their integration into teaching practices (Slamet, 2024). Despite these advances, the gap between AI research and classroom implementation remains substantial.
There is still a need to develop empirically grounded frameworks that connect AI innovations with language teaching practices, and to understand their broader implications for learners, teachers, and educational contexts (Hockly, 2023).
This special issue invites contributions that critically and creatively bridge research and practice in the use of AI for foreign language learning. We welcome both theoretical reflections and empirical studies that investigate how AI can reshape pedagogical models, learner interaction, and teacher development. Topics of interest include, but are not limited to:
• Integrating AI into the classroom: practical applications of AI for language teaching and learning, including (creative) writing, tutoring and assessment;
• The human factor: students’ and teachers’ perceptions, attitudes, and digital literacies in AI-enhanced learning environments; applications of AI for inclusive language education;
• AI and linguistic data: analyses of learner language, AI-generated output, and learner–AI interaction through corpus-based or experimental approaches;
• AI-mediated normativity and bias: critical perspectives on how AI systems shape notions of correctness, proficiency, and identity, and how critical digital literacy can help address such biases in language teaching practice.
By encouraging dialogue between educational research and classroom innovation, this special issue aims to advance a more integrated understanding of how AI can transform the teaching and learning of foreign languages.
Submission of articles
Authors wishing to contribute are invited to send their article by December 5, 2025 to Adriano Ferraresi (adriano.ferraresi@unibo.it),Anna Mongibello (amongibello@unior.it), Francesca Raffi (f.raffi@unimc.it), Serge Bibauw (serge.bibauw@uclouvain.be) and to claor@unior.it (the latter preferably in Cc).
Contributions should be in English and should be between 7,000 and 8,000 words (references excluded from the word count). We ask authors to send an editable Microsoft Word document (.docx or .doc). Please do not use any desktop publishing software.
Authors should submit two Word files:
- One file labelled “ALLiED_short title of article_date” (e.g., ALLiED_New Trends in ELT_19012020) containing an anonymous digital copy of the article (no headers, footers or running heads);
- One file including author’s name, postal and e-mail addresses, telephone and fax numbers), word count of article, a short summary (150-200 words) and a list of up to six keywords, together with the title of the article and brief biographical notes (academic affiliations and principal publications; the bionote should not exceed 100 words).
References
Bibauw, S., Van den Noortgate, W., François, T., & Desmet, P. (2022). Dialogue systems for language learning: A meta-analysis. Language Learning & Technology, 26(1), 1–24.
Chen L, Chen P, Lin Z (2020) Artificial intelligence in education: A review. IEEE Access 8: 75264–75278.
Chiu, T. K. F., Ahmad, Z., Ismail, M., & Sanusi, I. T. (2024). What are artificial intelligence literacy and competency? A comprehensive framework to support them. Computers & Education Open, 6, Article 100171.
Fryer, L. K., Thompson, A., Nakao, K., Howarth, M., & Gallacher, A. (2020). Supporting self-efficacy beliefs and interest as educational inputs and outcomes: Framing AI and human partnered task experiences. Learning and Individual Differences, 80, Article 101850.
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 367–371.
Hockly, N., (2023). Artificial Intelligence in English Language Teaching: The Good, the Bad and the Ugly. RELC Journal , Vol. 54(2), 445–451
Slamet, J. (2024) Potential of ChatGPT as a digital language learning assistant: EFL teachers’ and students’ perceptions. Discover Artificial Intelligence, 4.
