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<b>Call for Abstracts</b></div>
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<b><a href="https://onlinelibrary.wiley.com/page/journal/19449720/homepage/cfp-language-education-ai" id="LPlnk632676" class="OWAAutoLink" title="https://onlinelibrary.wiley.com/page/journal/19449720/homepage/cfp-language-education-ai">2026 Dedicated Issue
of </a><i><a href="https://onlinelibrary.wiley.com/page/journal/19449720/homepage/cfp-language-education-ai" id="OWA7b4e727d-1d8c-5164-e7af-1dbe1a06912e" class="OWAAutoLink" title="https://onlinelibrary.wiley.com/page/journal/19449720/homepage/cfp-language-education-ai">Foreign
Language Annals</a></i><a href="https://onlinelibrary.wiley.com/page/journal/19449720/homepage/cfp-language-education-ai" id="OWA6f034452-930a-0c25-3a11-48e14ffbffbf" class="OWAAutoLink" title="https://onlinelibrary.wiley.com/page/journal/19449720/homepage/cfp-language-education-ai"> </a><br>
<a href="https://onlinelibrary.wiley.com/page/journal/19449720/homepage/cfp-language-education-ai" id="OWAf3e3df23-c867-92dc-5eaf-3f6027a01079" class="OWAAutoLink" title="https://onlinelibrary.wiley.com/page/journal/19449720/homepage/cfp-language-education-ai">Artificial
Intelligence in World Language Learning, Teaching, and Research</a></b><br>
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The rapid advancements in AI are reshaping how languages are taught, learned, and assessed. From conversational AI tutors and automated feedback systems to AI-enhanced assessment tools and personalized learning experiences, AI has the potential to address many
challenges in world language education and research (Godwin-Jones, 2023). At the same time, scholars and practitioners in language education need to learn to "provide students with guidance about how to use it" (Chapelle, 2024, p. 539), and raise their awareness
about AI's limitations (Yang & Li, 2024). For instance, Handley (2024, p. 553) pointed to the "limited" ability of AI to "represent language in a way that supports learners' understanding". Further, while AI presents opportunities for innovation, it also raises
important questions about ethics, equity, and pedagogical effectiveness. What is clear is that the integration of AI-tools within language education should be deliberative such that we align its use with our goals for language education (Yu et al., 2025).</div>
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In light of these developments and the need for leadership in AI, <i>Foreign Language Annals</i> invites proposals for a dedicated issue on Artificial Intelligence (AI) in World Language Learning, Teaching, and Research. This dedicated issue seeks to explore
the transformative role of AI in second and world language education, its pedagogical implications, its current limitations and potential pitfalls, and its impact on language learning and teaching, assessment, and research. We welcome contributions that critically
examine AI-driven approaches and their influence on multilingual and multicultural education. We are seeking contributions that encompass a diverse array of methodologies and perspectives, including conceptual and empirical pieces. Submissions may address
the affordances and limitations of AI that fall within, but are not limited to, the following themes:</div>
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<b>AI-Powered Language Learning and Teaching</b></li></ol>
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<span style="font-weight: normal;">AI-driven adaptive learning platforms and personalized instruction</span></li><li style="font-family: Aptos, Aptos_EmbeddedFont, Aptos_MSFontService, Calibri, Helvetica, sans-serif; font-size: 12pt; font-weight: bolder; color: rgb(0, 0, 0);">
<span style="font-weight: normal;">Chatbots, virtual assistants, and AI-powered conversational agents</span></li><li style="font-family: Aptos, Aptos_EmbeddedFont, Aptos_MSFontService, Calibri, Helvetica, sans-serif; font-size: 12pt; font-weight: bolder; color: rgb(0, 0, 0);">
<span style="font-weight: normal;">Automated feedback on speaking and writing skills</span></li><li style="font-family: Aptos, Aptos_EmbeddedFont, Aptos_MSFontService, Calibri, Helvetica, sans-serif; font-size: 12pt; font-weight: bolder; color: rgb(0, 0, 0);">
<div><span style="font-weight: normal;">AI and gamification in language learning</span></div>
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<b>AI in Language Assessment and Proficiency Testing</b></li></ol>
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<span style="font-weight: normal;">AI-enhanced proficiency testing</span></li><li style="font-family: Aptos, Aptos_EmbeddedFont, Aptos_MSFontService, Calibri, Helvetica, sans-serif; font-size: 12pt; font-weight: bolder; color: rgb(0, 0, 0);">
<span style="font-weight: normal;">AI-based adaptive testing and individualized assessment</span></li><li style="font-family: Aptos, Aptos_EmbeddedFont, Aptos_MSFontService, Calibri, Helvetica, sans-serif; font-size: 12pt; font-weight: bolder; color: rgb(0, 0, 0);">
<div><span style="font-weight: normal;">Validity, reliability, and fairness of AI in language assessment</span></div>
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<b>AI for Teacher Support and Professional Development</b></li></ol>
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<span style="font-weight: normal;">AI as a tool for curriculum development and lesson planning</span></li><li style="font-family: Aptos, Aptos_EmbeddedFont, Aptos_MSFontService, Calibri, Helvetica, sans-serif; font-size: 12pt; font-weight: bolder; color: rgb(0, 0, 0);">
<div><span style="font-weight: normal;">AI-driven feedback and assessment tools for teachers</span></div>
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<b>Ethical Considerations of AI and its limitations</b></li></ol>
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<span style="font-weight: normal;">Data privacy and ethical concerns in AI tools in world language education</span></li><li style="font-family: Aptos, Aptos_EmbeddedFont, Aptos_MSFontService, Calibri, Helvetica, sans-serif; font-size: 12pt; font-weight: bolder; color: rgb(0, 0, 0);">
<span style="font-weight: normal;">Bias, fairness, and inclusivity in AI-driven language education</span></li><li style="font-family: Aptos, Aptos_EmbeddedFont, Aptos_MSFontService, Calibri, Helvetica, sans-serif; font-size: 12pt; font-weight: bolder; color: rgb(0, 0, 0);">
<span style="font-weight: normal;">The role of AI in reshaping teacher-student interactions</span></li><li style="font-family: Aptos, Aptos_EmbeddedFont, Aptos_MSFontService, Calibri, Helvetica, sans-serif; font-size: 12pt; font-weight: bolder; color: rgb(0, 0, 0);">
<span style="font-weight: normal;">AI's impact on learner autonomy</span></li><li style="font-family: Aptos, Aptos_EmbeddedFont, Aptos_MSFontService, Calibri, Helvetica, sans-serif; font-size: 12pt; font-weight: bolder; color: rgb(0, 0, 0);">
<span style="font-weight: normal;">AI literacy</span></li><li style="font-family: Aptos, Aptos_EmbeddedFont, Aptos_MSFontService, Calibri, Helvetica, sans-serif; font-size: 12pt; font-weight: bolder; color: rgb(0, 0, 0);">
<span style="font-weight: normal;">AI policies in world language education</span></li></ul>
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<b>Submission Guidelines</b></div>
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<span style="color: rgb(0, 0, 0);">We welcome proposals from scholars, educators, practitioners, and policymakers across languages and disciplines. Submissions should adhere to the
</span><span style="color: rgb(125, 131, 135);"><u><a href="https://onlinelibrary.wiley.com/page/journal/19449720/homepage/forauthors.html" target="_blank" id="OWA41cb4cfa-11c6-ac0b-c3dd-542e6f21f38a" class="OWAAutoLink" rel="noopener" style="color: rgb(125, 131, 135);">guidelines
outlined by </a></u><i><u><a href="https://onlinelibrary.wiley.com/page/journal/19449720/homepage/forauthors.html" target="_blank" id="OWAff884aee-be98-406a-7ae6-5edf2671dbec" class="OWAAutoLink" rel="noopener" style="color: rgb(125, 131, 135);">Foreign Language
Annals</a></u></i></span><span style="color: rgb(0, 0, 0);"> and align with the journal's commitment to excellence, inclusivity, and scholarly rigor. Send abstracts to
</span><span style="color: rgb(125, 131, 135);"><u><a href="mailto:fla2026ai@gmail.com" target="_blank" id="OWAf46539be-cbb9-8aef-f004-28981c1ce328" class="OWAAutoLink" rel="noopener" style="color: rgb(125, 131, 135);">fla2026ai@gmail.com</a></u></span><span style="color: rgb(0, 0, 0);">.</span></div>
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<b>Dedicated Issue Timeline and Deadlines:</b></div>
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<b> </b></div>
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May 1, 2025 </div>
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Abstracts due (200-500 words) at fla2026ai@gmail.com</div>
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June 1, 2025 </div>
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Notifications sent for Invited Contributors</div>
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January 1, 2026 </div>
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First Manuscript from Invited Contributors (following Author Guidelines-note that Authors may submit anytime until this date)</div>
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January 2026 – March 2026 </div>
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External Review </div>
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April 2026 – June 2026 </div>
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Author Revisions</div>
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June 2026 – August 2026 </div>
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Second Review</div>
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September 1, 2026 </div>
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Revised Manuscript Due</div>
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<b>Note that acceptance of an abstract does not guarantee publication. The peer-review process will be followed for all manuscripts in the dedicated issue. </b></div>
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<span style="font-weight: bolder;"> </span></div>
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<span style="font-weight: 700;">References</span></div>
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<span style="color: rgb(0, 0, 0);">Chapelle, C. A. (2024). Open generative AI changes a lot, but not everything.
<i>Modern Language Journal</i>, 108, 534–540. </span><span style="color: rgb(125, 131, 135);"><u><a href="https://doi.org/10.1111/modl.12927" target="_blank" id="OWA7177f4e0-c4da-e068-1a65-e8f582af911f" class="OWAAutoLink" rel="noopener" style="color: rgb(125, 131, 135);">https://doi.org/10.1111/modl.12927</a></u></span></div>
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<span style="color: rgb(0, 0, 0);">Godwin-Jones, R. (2023). Emerging spaces for language learning: AI bots, ambient intelligence, and the metaverse.
<i>Language Learning & Technology</i>, 27(2), 6–27. </span><span style="color: rgb(125, 131, 135);"><u><a href="https://hdl.handle.net/10125/73501" target="_blank" id="OWAb1c8b7c5-99f3-2969-0073-fe107d96b261" class="OWAAutoLink" rel="noopener" style="color: rgb(125, 131, 135);">https://hdl.handle.net/10125/73501</a></u></span></div>
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<span style="color: rgb(0, 0, 0);"> Handley, Z. (2024). Has artificial intelligence rendered language teaching obsolete?
<i>Modern Language Journal</i>, 108(2), 548–555. </span><span style="color: rgb(125, 131, 135);"><u><a href="https://doi.org/10.1111/modl.12929" target="_blank" id="OWA33d13634-f713-2805-d28f-99a6c4083618" class="OWAAutoLink" rel="noopener" style="color: rgb(125, 131, 135);">https://doi.org/10.1111/modl.12929</a></u></span></div>
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<span style="color: rgb(0, 0, 0);">Yang, L. & Li, R. (2024). ChatGPT for L2 learning: Current status and implications.
<i>System</i>, 124, Article 103351. </span><span style="color: rgb(125, 131, 135);"><u><a href="https://doi.org/10.1016/j.system.2024.103351" target="_blank" id="OWA647b2162-ea3c-c0d3-4c79-9590098408c9" class="OWAAutoLink" rel="noopener" style="color: rgb(125, 131, 135);">https://doi.org/10.1016/j.system.2024.103351</a></u></span><span style="color: rgb(0, 0, 0);"> </span></div>
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<span style="color: rgb(0, 0, 0);">Yu, H., Guo, Y., Yang, H., Zhang, W., & Dong, Y. (2025). Can ChatGPT revolutionize language learning? Unveiling the power of AI in multilingual education through user insights and pedagogical impact. Eur J Educ, 60: e12749.
</span><span style="color: rgb(125, 131, 135);"><u><a href="https://doi.org/10.1111/ejed.12749" target="_blank" id="OWA88d8de03-6b39-270a-3e0a-81c49be2e2c2" class="OWAAutoLink" rel="noopener" style="color: rgb(125, 131, 135);">https://doi.org/10.1111/ejed.12749</a></u></span></div>
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