Artificial Intelligence

The role of Artificial Intelligence in EFL contexts: future prospects and entAIlments Editors: Gaetano Falco, Maristella Gatto, Francesco Meledandri https://ojs.uniba.it/index.php/glottodidattica/call_papers The rapid development of Artificial Intelligence (AI) has begun to reshape educational practices across disciplines, with language teaching and learning emerging as a particularly fertile field for innovation. Over the past decade, research has documented the growing use of digital and AI-driven tools such as intelligent tutoring systems, automated feedback and assessment, speech recognition technologies, adaptive learning platforms, and chatbots (Luckin et al., 2016; Chen et al. 2020; Ouyang & Jiao, 2021; Burudi et al., 2024). More recently, generative AI has expanded the range of possibilities by enabling dynamic content creation, personalized interaction, and real-time linguistic support based on the huge potential offered by Large Language Models (LLMs) (Kohnke et al., 2023). In language education, AI applications have been shown to influence key areas such as learner autonomy, motivation, pronunciation training, vocabulary development, writing support, and formative assessment. Studies have also highlighted the potential of AI to facilitate differentiated instruction and data-informed pedagogical decision-making (Ya, 2025). Yet, some issues have been part of the debate about the relationship between AI and learning environments, focusing not only on possible cognitive loss and decrease in critical thinking abilities (Kosmyna et al. 2025; Gerlich 2025), but also on questions regarding ethical considerations, data privacy, bias, transparency, teacher agency, and the pedagogical reliability of AI-mediated practices (e.g., Holmes et al., 2019; Sousa and Cardoso, 2025; Wang et al., 2025). Despite the growing body of research, the field is still evolving, and there remains a need for both theoretically and empirically grounded, practice-oriented studies that examine how AI solutions are actually being integrated into language teaching contexts. Considering the role of English as a lingua franca in both research and educational settings (particularly focusing on English as a Foreign Language, EFL), and the impact of AI-mediated solutions in English language learning environments (Guzmán Alvarado and Naranjo Andrade, 2025) this special issue seeks to contribute to this discussion by bringing together diverse perspectives on the design, implementation, evaluation, and critical examination of AI-based practices in EFL educational settings. Against this background, the primary aim of this special issue is to explore how AI solutions are being used, adapted, and conceptualized in language teaching practices across EFL educational contexts, determining AI’s role in contemporary and future language teaching practices. The issue seeks to: 1. Examine empirical evidence on the effectiveness and limitations of AI tools in language teaching and learning. 2. Investigate pedagogical models and instructional strategies that meaningfully integrate AI into language education. 3. Explore teachers’ and learners’ perceptions, beliefs, and experiences regarding AI-supported language learning. 4. Critically address ethical, social, and epistemological issues arising from the use of AI in language teaching. 5. Bridge the gap between research, policy, and classroom practice by highlighting innovative, reflective as well as fair and ethical uses of AI. We invite original research articles, theoretical papers, systematic reviews, and practice-based studies addressing, but not limited to, the following themes: • AI-supported language learning and teaching models • Intelligent tutoring systems and adaptive learning in language education • Generative AI (e.g., large language models) for writing, speaking, and interaction • Automated feedback and assessment of language skills • AI and pronunciation, speech recognition, and listening comprehension • Teacher roles, professional development, and AI literacy • Learner agency, motivation, and engagement in AI-mediated environments • Ethical issues, data privacy, bias, and transparency in AI-driven language education • Equity, accessibility, and inclusion in AI-supported language learning • Classroom-based studies and design-based research on AI integration Both qualitative and quantitative methodologies, as well as mixed-methods approaches, are welcome. Submission of proposals Authors wishing to send a contribution are invited to send a proposal (max. 350 words, excluding references) in English to gaetano.falco@uniba.it, maristella.gatto@uniba.it, and francesco.meledandri@uniba.it by April 15, 2026. Notification of acceptance will be sent by April 30, 2026. If accepted for this special issue, final contributions shall not exceed 35,000 characters and shall be sent in an editable format (e.g. Microsoft Word and/or Open Office, preferably in .doc/.docx or .odt) by July 31, 2026. Please refer to the Journal’s Author Guidelines for further information about text length, formatting and reference format. References Burudi S.W., Mugun D. J., Karani G.G.O., Cheptabok M.C., Lihanda M.A. 2024. Integration of Smartphone as an Instructional Resource in Enhancing Teaching of English Grammar. Open Access Library Journal, Volume 11, e12554. https://doi.org/10.4236/oalib.1112554 Chen L., Chen P, and Lin, Z. 2020. Artificial intelligence in education: A review. IEEE Access 8: 75264–75278. Gerlich M. 2025. AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking. Societies, 15, 6. https://doi.org/10.3390/soc15010006 Guzmán Alvarado M.V., and Naranjo Andrade S.S. 2025. The Impact of Artificial Intelligence on English Language Learning: A Systematic Review of Tools, Methods, and Outcomes in Language Skills. Runas, Volume 6, no. 12, e250287. https://doi.org/10.46652/runas.v6i12.287 Holmes W., Bialik M., and Fadel C. 2019. Artificial intelligence in education: Promise and implications for teaching and learning. Boston, MA: Center for Curriculum Redesign. Kohnke L., Moorhouse B. L., and Zou D. 2023. ChatGPT for language teaching and learning. RELC Journal, 54(2), 367–371. Kosmyna N. et al. 2025. Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task. arXiv:2506.08872. https://doi.org/10.48550/arXiv.2506.08872 Luckin R., Holmes W., Griffiths M., and Forcier L. B. 2016. Intelligence unleashed: An argument for AI in education. London: Pearson Education. Ouyang F., and Jiao P. 2021. Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence, 2, 100020. https://doi.org/10.1016/j.caeai.2021.100020 Sousa A. E., and Cardoso P. 2025. Use of Generative AI by Higher Education Students. Electronics 14/1258. DOI: 10.3390/electronics14071258 Wang F., Li N., Cheung A.C.K., and Wong G.K.W. 2025. In GenAI we trust: An investigation of university students’ reliance on and resistance to generative AI in language learning. International Journal of Educational Technology in Higher Education 22/59. DOI: 10.1186/s41239-025-00547-9 Ya B. 2025. Exploring the role and impact of artificial intelligence in personalized foreign language teaching. Discover Artificial Intelligence, Volume 5, 318.