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Generative Artificial Intelligence in Language Education: Opportunities, Challenges, and Pedagogical Directions
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Author(s): Dara Tafazoli (La Trobe University, Australia), Lee McCallum (The University of Edinburgh, UK), Ali Mahjoubi (Ferdowsi University of Mashhad, Iran)and Babak Daneshvar Ghorbani (Iran University of Science and Technology, Iran)
Copyright: 2027
Pages: 18
Source title:
Encyclopedia of Modern Artificial Intelligence
Source Author(s)/Editor(s): Mehdi Khosrow-Pour, D.B.A. (Founding Editor-in-Chief, Information Resources Management Journal (IRMJ), USA)
DOI: 10.4018/407555
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Abstract
Generative Artificial Intelligence (GenAI) marks a major advancement in the evolution of computer-assisted language learning (CALL), introducing possibilities for automating language tasks, fostering learner autonomy, and providing individualized feedback at an unprecedented scale. This article offers a critical examination of GenAI's pedagogical promise and ethical implications by focusing on four key areas: 1) test and task generation, 2) writing and feedback, 3) adaptive and personalized learning, and 4) challenges and ethical considerations. Drawing on current research in language education, the article argues that GenAI can meaningfully enhance teaching and learning when positioned as a pedagogical collaborator, not a replacement for human educators. Central to this integration are teacher mediation, AI literacy, and ongoing critical reflection to ensure equity and responsible use.
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