[Edling] Call for Abstracts: 2026 Dedicated Issue of Foreign Language Annals

Thu Apr 10 19:53:49 UTC 2025

Call for Abstracts
2026 Dedicated Issue of <https://onlinelibrary.wiley.com/page/journal/19449720/homepage/cfp-language-education-ai> Foreign Language Annals<https://onlinelibrary.wiley.com/page/journal/19449720/homepage/cfp-language-education-ai> <https://onlinelibrary.wiley.com/page/journal/19449720/homepage/cfp-language-education-ai>
Artificial Intelligence in World Language Learning, Teaching, and Research<https://onlinelibrary.wiley.com/page/journal/19449720/homepage/cfp-language-education-ai>

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).

In light of these developments and the need for leadership in AI, Foreign Language Annals 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:

  1.  AI-Powered Language Learning and Teaching

  *   AI-driven adaptive learning platforms and personalized instruction
  *   Chatbots, virtual assistants, and AI-powered conversational agents
  *   Automated feedback on speaking and writing skills
  *
AI and gamification in language learning

  1.  AI in Language Assessment and Proficiency Testing

  *   AI-enhanced proficiency testing
  *   AI-based adaptive testing and individualized assessment
  *
Validity, reliability, and fairness of AI in language assessment

  1.  AI for Teacher Support and Professional Development

  *   AI as a tool for curriculum development and lesson planning
  *
AI-driven feedback and assessment tools for teachers

  1.  Ethical Considerations of AI and its limitations

  *   Data privacy and ethical concerns in AI tools in world language education
  *   Bias, fairness, and inclusivity in AI-driven language education
  *   The role of AI in reshaping teacher-student interactions
  *   AI's impact on learner autonomy
  *   AI literacy
  *   AI policies in world language education

Submission Guidelines
We welcome proposals from scholars, educators, practitioners, and policymakers across languages and disciplines. Submissions should adhere to the guidelines outlined by <https://onlinelibrary.wiley.com/page/journal/19449720/homepage/forauthors.html> Foreign Language Annals<https://onlinelibrary.wiley.com/page/journal/19449720/homepage/forauthors.html> and align with the journal's commitment to excellence, inclusivity, and scholarly rigor. Send abstracts to fla2026ai at gmail.com<mailto:fla2026ai at gmail.com>.

Dedicated Issue Timeline and Deadlines:

May 1, 2025
Abstracts due (200-500 words) at fla2026ai at gmail.com

June 1, 2025
Notifications sent for Invited Contributors

January 1, 2026
First Manuscript from Invited Contributors (following Author Guidelines-note that Authors may submit anytime until this date)

January 2026 – March 2026
External Review

April 2026 – June 2026
Author Revisions

June 2026 – August 2026
Second Review

September 1, 2026
Revised Manuscript Due

Note that acceptance of an abstract does not guarantee publication. The peer-review process will be followed for all manuscripts in the dedicated issue.

References
Chapelle, C. A. (2024). Open generative AI changes a lot, but not everything. Modern Language Journal, 108, 534–540. https://doi.org/10.1111/modl.12927
Godwin-Jones, R. (2023). Emerging spaces for language learning: AI bots, ambient intelligence, and the metaverse. Language Learning & Technology, 27(2), 6–27. https://hdl.handle.net/10125/73501
 Handley, Z. (2024). Has artificial intelligence rendered language teaching obsolete? Modern Language Journal, 108(2), 548–555. https://doi.org/10.1111/modl.12929
Yang, L. & Li, R. (2024). ChatGPT for L2 learning: Current status and implications. System, 124, Article 103351. https://doi.org/10.1016/j.system.2024.103351
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. https://doi.org/10.1111/ejed.12749

[The Ohio State University]
Francis John Troyan, PhD (pronouns: he, his, him)
Professor of Multilingual Language Education
College of Education and Human Ecology
Department of Teaching and Learning
Arps Hall, 1945 N. High Street, Columbus, OH 43210
Visit My Page<https://ehe.osu.edu/directory?id=troyan.14>

Co-director, Buckeye Language Education Resource Center
https://u.osu.edu/buckler/

Co-Editor, Foreign Language Annals<https://onlinelibrary.wiley.com/journal/19449720>

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