Artificial Intelligence in Language Education

Integrating AI in language education: Artificial intelligence in Language Education: A Smart Partner or a Formidable Competitor?

The paper argues for a human-centered hybrid model in which AI supports routine instructional functions while teachers retain responsibility for cultural interpretation, emotional engagement, critical thinking, critical thinking, and meaningful interpersonal communication.

When AI Speaks the Student's Language: Toward a Theory of Linguistically Responsive Generative AI in African Higher Education

The paper proposes the Linguistic Mediation Proposition, which posits that the educational value of GenAI is partly determined by the alignment between learners’ linguistic repertoires and the linguistic responsiveness of AI-mediated learning environments.

ARTIFICIAL INTELLIGENCE LITERACY IN TEACHER EDUCATION: A MULTIDIMENSIONAL FRAMEWORK FOR BASIC EDUCATION

It is concluded that consolidating AI literacy is a strategic prerequisite for enabling teachers to act autonomously, responsibly, and reflectively in educational contexts increasingly mediated by intelligent systems, thereby strengthening pedagogical practices committed to human development, digital citizenship, and e...

Education in the Knowledge Society

REIMAGINING TEACHER EDUCATION FOR THE AGE OF ARTIFICIAL INTELLIGENCE AND HUMAN-CENTRED PEDAGOGY

Artificial Intelligence (AI) is rapidly transforming educational practices and challenging conventional understandings of teaching, learning and teacher professionalism. The emergence of generative AI, intelligent tutoring systems, adaptive learning platforms and AI-supported assessment has created new possibilities fo...

Reconceptualising English Language Teaching in the Age of Artificial Intelligence: A Theoretical Perspective

A conceptual model is proposed; the AI-Mediated Language Learning Model (AMLL) to map the dynamic relationships among AI tools, teacher agency, student interaction, and language development and is argued that the future of ELT must be neither technophilic nor technophobic, but critically reflexive.