CALL FOR PAPERS: Special Issue

Special Issue: AI in Education / (Dis)embodied interActIons

The Journal of Studies in Language, Culture, and Society (JSLCS) DEADLINE FOR
PAPER SUBMISSION: February, 28 2025

https://asjp.cerist.dz/en/submission/681

Editor in chief: Prof. Nadia IDRI, University of Bejaia, Algeria

Guest editors:

Dr. Daniel SCHUG, Université Paris Nanterre, France

Prof. Hanane SARNOU, Université Abdelhamid Ibn Hadis, Mostaganem, Algeria

The Journal of Studies in Language, Culture, and Society (JSLCS) is a double-blind peer-reviewed, free-of-charge, open-access, and multidisciplinary journal that is published two times a year and edited by the University of Bejaia, class B category.

Special Issue: AI in Education / (Dis)embodied interActIons

This special issue follows the conference AI in Education / (Dis)embodied interActIons, held at the Université Paris Nanterre in October 2024. Guided by the same major questions on AI in education, this special issue aims to bring together research from various perspectives analyzing how this technology impacts language learning. We invite submissions that address the following questions:

Subtheme 1: AI & Language Teaching

New ways of doing and thinking can become the basis for new habits, attitudes, and routines. Some critical educationalists such as Freire (1972) and more recent activity theorists such as Engeström et al. (1996) emphasized the role of learning in developing current interactive activities. Activity-level learning can be understood as creating and realizing an imagined future (Tuomi, 2018). This concept provides insight into understanding artificial intelligence and its potential impact on human activities. When AI enters social and professional development practices, it can enhance and complement them, increasing efficiency and effectiveness.

Given the potential value of integrating AI applications into the classroom and their benefits for skills-based education, we welcome all reflections and suggestions from researchers on the use of AI applications, including automatic assessment systems, neural machine translation tools, intelligent teaching systems (ITS), intelligent chatbots, intelligent virtual environments, machine learning (ML), natural language processing (NLP), artificial neural networks (ANNs), and affective computing (AC) in reshaping teaching and learning. These AI tools are widely used in the foreign language teaching context, with profound impact (Jiang, 2022). Especially during the COVID-19 pandemic, video conferencing tools and learning management systems supported by AI technologies were widely implemented in online language learning, a trend that continues today (Layali & AL-Shlowiy, 2020; Qazi et al., 2024).

Subtheme 2: AI & Language Learning

AI has revolutionized how students approach language learning, and the technology is constantly evolving. For years now, research has shown that students have been using AI for translation, improving their L2 grammatical accuracy, and developing speaking and communicative skills skills (Dodigovic, 2007; Kannan & Munday, 2018; Lewis Johnson, 2010; Wang, 2023). While some fear that students will become too dependent on AI, studies suggest that AI can actually increase learner autonomy and make them more independent, particularly when it comes to correcting errors (Harisitiani, 2019; Kannan & Munday, 2018). Furthermore, this technology may have a positive impact on self-confidence and reduce L2 anxiety, as learners find it easier and less stressful to practice with chatbots instead of people (Fryer & Carpenter, 2006; Harisitiani, 2019). For this subtheme, we invite papers that address students’ use of AI technologies, the impact of AI on language acquisition, contexts and motivations for AI use, the effect AI on learner autonomy, AI use and socialization, AI and the development of communication skills, AI use across cultures, and the relationship between AI use and the learner’s cognitive-affective states.

Subtheme 3: AI, Institutions & Policies

Teachers and students are at the frontline of AI growth in academia; students have been using online editors and translators in their language courses for years, while teachers assume the responsibility of guiding them in proper use. As a result, governments and institutions are having to play catch-up to create policies that respond to the challenges and opportunities presented by this new technology (Gwagwa et al,, 2020). The expected advantages are numerous; AI has been shown to predict learner achievement, compensate for the shortcomings of the traditional classroom, and reduce teachers’ workload (Buddhima Sandaruwani Keerthiwansha 2018; Chaudry & Kazim, 2022). Other factors, such as the currently high cost and relatively advanced technical know-how required to use new technology, need to be anticipated (Hwang & Chien, 2022; Tanveer et al., 2020). Furthermore, a deeper discussion about ethics in relation to AI is needed (Bakiner, 2022). The most obvious concern is academic integrity, as cheating becomes increasingly difficult to detect (Abd-Elaal et al., 2019; Rogerson, 2020). Instructors, too, can be faced with ethical concerns; with AI being able to predict student achievement, there is a risk that such predictions impact treatment and future evaluations (Chaudry & Kazim, idem). We welcome contributions that analyze the implementation of AI policies in academic settings, ethical concerns surrounding AI in the classroom, and the large-scale use of AI in syllabi or curricula.


References

Abd-Elaal, E., Gamage, S., & Mills, J. (2019). Artificial intelligence is a tool for cheating academic integrity [Conference paper]. AAEE2019 Conference, Brisbane, Australia.

Bakiner, O. (2022). What do academics say about artificial intelligence ethics? An overview of the scholarship. AI and Ethics. https://doi.org/10.1007/s43681-022-00182-4

Buddhima Sandaruwani Keerthiwansha, N. W. (2018). Artificial intelligence education (AIEd) in English as a second language (ESL) classroom in Sri Lanka. International Journal of Conceptions of Computing and Information Technology, 6(1), 31–36.

Chaudry, M. A., & Kazim, E. (2022). Artificial intelligence in education (AIEd): A high-level academic and industry note 2021. AI Ethics, 2, 157–165. https://doi.org/10.1007/s43681-021-00074-z

Dodigovic, M. (2007). Artificial intelligence and second language learning: An efficient approach to error remediation. Language Awareness, 16(2), 99–113. https://doi.org/10.2167/la416.0

Engeström, Y., Virkkunen, J., Helle, M., Pihlaja, J., & Poikela, R. (1996). The Change Laboratory as a tool for transforming work. Lifelong Learning in Europe, 1(2), 10–17.

Freire, P. (1972). Pedagogy of the oppressed. Harmondsworth: Penguin.

Fryer, L., & Carpenter, R. (2006). Emerging technologies: Bots as language learning tools. Language Learning and Technology, 10(3), 8–14.

Gwagwa, A., Kraemer-Mbula, E., Rizk, N., Rutenberg, I., & de Beer, J. (2020). Artificial (AI) deployments in Africa: Benefits, challenges and policy dimensions. The African Journal of Information and Communication, 26, 1–28. https://doi.org/10.23962/10539/30361

Haristiani, N. (2019). Artificial intelligence (AI) chatbot as language learning medium: An inquiry. Journal of Physics: Conference Series, 1387, Article 012020. https://doi.org/10.1088/1742-6596/1387/1/012020

Huang, Y.-H. (2022). Exploring the implementation of artificial intelligence applications among academic libraries in Taiwan. Library Hi Tech (ahead of print). https://doi.org/10.1108/LHT-03-2022-0159

Hwang, G., & Chien, S. (2022). Definition, roles, and potential research issues of the metaverse in education: An artificial intelligence perspective. Computers and Education: Artificial Intelligence, 3, Article 100082. https://doi.org/10.1016/j.caeai.2022.100082

Jiang, R. (2022). How does artificial intelligence empower EFL teaching and learning nowadays? A review on artificial intelligence in the EFL context. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1049401

Kannan, J., & Munday, P. (2018). New trends in second language learning and teaching through the lens of ICT, networked learning and artificial intelligence. Círculo de Lingüística Aplicada a la Comunicación, 76, 13–30. https://doi.org/10.5209/CLAC.62495

Layali, K., & Al-Shlowiy, A. (2020). Students’ perceptions of e-learning for ESL/EFL in Saudi universities at time of coronavirus: A literature review. Indonesian EFL Journal, 6, 97–108. https://doi.org/10.25134/ieflj.v6i2.3378

Lewis Johnson, W. (2010). Serious use of a serious game for language learning. International Journal of Artificial Intelligence in Education, 20, 175–195. https://doi.org/10.3233/JAI-2010-0006

Qazi, S., Kadri, M. B., Naveed, M., Khawaja, B. A., Khan, S. Z., Alam, M. M., & Su'ud, M. M. (2024). AI-driven learning management systems: Modern developments, challenges and future trends during the age of ChatGPT. Computers, Materials & Continua, 80(2).

Rogerson, A. M. (2020). The use and misuse of online paraphrasing, editing and translation software. In T. Bretag (Ed.), A research agenda for academic integrity. Cheltenham, UK: Edward Elgar Publishing. https://doi.org/10.4337/9781789903768

Tanveer, M., Hassan, S., & Bhaumik, A. (2020). Academic policy regarding sustainability and artificial intelligence (AI). Sustainability, 12(22), Article 9435. https://doi.org/10.3390/su12229435

Tuomi, I. (2018). The impact of artificial intelligence on learning, teaching, and education. JRC Research Reports, JRC113226. Joint Research Centre (Seville site).

Wang, T., Lund, B. D., Marengo, A., Pagano, A., Mannuru, N. R., Teel, Z. A., & Pange, J. (2023). Exploring the potential impact of artificial intelligence (AI) on international students in higher education: Generative AI, chatbots, analytics, and international student success. Applied Sciences, 13(11), 6716.

Submitted articles should be written in English and contain approximately 4000 to 8000 words, including a minimum of 15 references in APA style, 7th edition. Updated references are strongly recommended. Manuscripts are expected to include an explicit, systematic, and rigorous methodology to support empirically based claims that enhance knowledge about AI use in education.

The full paper submission deadline is February 28, 2025. Articles will then go through a process of double-blind peer review.


Publication of the special issue: Volume 8, issue 1. April 30, 2025

Articles are to be submitted online through the JSLCS website on ASJP via this link: http://www.asjp.cerist.dz/en/Article/681 and you can find the guidelines for authors and the journal's template.



Email: jlcsbejaia@gmail.com AND revue.jslcs@univ-bejaia.dz

Date limite de soumission: 28-02-2025

Email de contact: jlcsbejaia@gmail.com

Pour soumettre un article cliquer sur ce lien: https://asjp.cerist.dz/en/submission/681