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One of the first volumes to focus specifically on AI in foreign language education through a multilingual and human-centred lens
This edited volume explores the growing role of Artificial Intelligence (AI), particularly generative AI, in foreign language education.
Bringing together classroom-based studies from secondary, tertiary, and teacher education contexts, it examines how AI is being used to support language learning, writing development, feedback, classroom interaction, and reflective practice. The volume focuses on how teachers and learners are incorporating AI tools into language teaching and learning.
Topics include AI literacy, prompting practices, multilingual learning environments, mediation, and the practical and ethical questions that arise when AI becomes part of teaching and learning. A distinctive feature of the book is its emphasis on classroom practice.
Alongside conceptual and empirical contributions, authors provide teaching activities and examples drawn from their own work with learners and teachers. The result is a collection that offers both critical perspectives on AI and practical guidance for language educators working in increasingly technology-rich environments.
Georgios Neokleous is Professor of English in the Department of Teacher Education at the Norwegian University of Science and Technology where he works with both pre- and in-service teachers of English.
Joana Duarte is Professor of Educational Sciences at the University of Groningen, Netherlands, where she heads the Teacher Education department.
Introduction: Theory Versus Practice
Chapter 1. Georgios Neokleous and Joana Duarte: Pedagogically Responsive FL Teaching Practices Integrating AI Technology: Bridging Theory and Practice
Part I: Conceptual and Pedagogical Foundations: AI in Teacher Education
Chapter 2. Zuzana Tomaš, Georgios Neokleous, and Anna Krulatz: AI in TESOL Teacher Education: A Current Snapshot of Practices, Beliefs, Attitudes, and Professional Development
Chapter 3. Marina Jajić Novogradec: Integrating AI Tools in Pre-Service Teacher Education for Croatian Student Teachers of Slavic Languages
Chapter 4. Rod E. Case and Leping Liu: Pre-Service Teachers’ Learning with ChatGPT Across Student-Focused, Instructor-Mediated or ChatGPT-Mediated Conditions
Part II: From Research to Practice: AI Writing Literacies and Strategic Mediation
Chapter 5. Robert Lee Revier, Kristen Oldenburg Lauta, Stephanie Kim Löbl, and Marie Thomsen: Using AI-Chatbot Technology to Support FL Writing Strategies: The Integration of SkoleGPT in Process Writing in the School Subjects of English, French, and German
Chapter 6. Sara Jane Maderious: Guiding Analytical Thinking: How AI-Generated Questions Enhance Research Writing Skills in EAP English Composition
Chapter 7. Inmaculada Senra-Silva and Rubén Chacón-Beltrán: AI-Supported Grammar and Cross-Linguistic Influence in Second Language Writing
Chapter 8. Dennis Foung and Linda Lin: Playing Mix and Match: The Impact of Mixing GenAI and Other Language Tools into the Writing Classroom
Chapter 9. Yuying Zhi, Yangyu Xiao, and Yao Yao: Developing Students’ Prompt Literacy and Writing Skills: A Case Study of ChatGPT-Integrated IELTS Writing Workshops
Chapter 10. Barbara Spinelli: Gen-AI Assisted Writing for Multilinguals: Developing Cross-Linguistic and Cross-Digital Mediation Strategies and Skills
Part III: From Research to Practice: AI for Receptive and Interactive Literacies
Chapter 11. Marrit van de Guchte, Maurice Schols, and Daphne van Weijen: Learner and Teacher Experiences Using ChatGPT in Task-Based Foreign Language Interaction
Chapter 12. Stefano Maranzana and Sandra Descourtis: AI-Enhanced Language Learning: Personalized Listening Activities in Italian and French Courses
Chapter 13. Anne Raveling, Martina Kienberger, Tetiana Koropatnitska, Olena Mudra, and Karen Schramm: AI Tools Supporting GFL Teachers in Delivering Level-Adequate Reading Instruction: The LATILL Online Platform
Part IV: From Research to Practice: AI for Feedback, Revision, and Reflective Practice
Chapter 14. Larry Walker, Yutong He, Masako Inamoto, and John Rylander: Feedback and AI as Guidance in L2 Translation: Reflecting on Human and AI Feedback with Learners and Practitioners in a Foreign Language Setting
Chapter 15. Matthew Pattemore, Audrey Rousse-Melpat, and Anastasia Pattemore: ChatGPT for Autonomous Written Assignment Revision Support
Conclusion: Bridging Research and Classroom Realities
Chapter 16. Matt Coler, Georgios Neokleous, and Joana Duarte: The Future of AI in Foreign Language Classrooms: Towards Human-Centered and Multilingual Pedagogies