36.1498, Calls: Language Learning & Technology - "Generative AI and data-driven learning in second language learning: What the future holds" (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-36-1498. Mon May 12 2025. ISSN: 1069 - 4875.

Subject: 36.1498, Calls: Language Learning & Technology - "Generative AI and data-driven learning in second language learning: What the future holds" (Jrnl)

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Date: 05-May-2025
From: Language Learning & Technology [lltmedia at hawaii.edu]
Subject: Language Learning & Technology - "Generative AI and data-driven learning in second language learning: What the future holds" (Jrnl)


Journal: Language Learning & Technology
Issue: Generative AI and data-driven learning in second language
learning: What the future holds
Call Deadline: 01-Sep-2025

Call for Papers:
One of the pivotal elements contributing to effective second language
acquisition (SLA) is exposure to authentic instances of language use
(O’Keeffe, 2021). Authentic language samples afford learners the
opportunity to engage with the kind of language used in real-life
contexts, thereby enhancing their understanding of language structure
and use. Given that corpora furnish learners with authentic language
data and opportunities to analyze language patterns and structures,
they can be regarded as an invaluable means for exposure to authentic
naturally occurring language (Pérez-Paredes, 2022). Corpora, as large
structured collections of written or spoken authentic language data,
offer learners a valuable resource to explore real-world language use
and gain insights into their structure and use (Biber et al., 1998).
They can be used directly through data-driven learning (DDL) or
indirectly as a resource for developing teaching materials (Leech,
1997). DDL entails learners actively exploring authentic language data
to develop their linguistic competence (Johns, 1990). It fosters a
discovery-based language learning process, enabling learners to
analyze and discern language patterns independently, thereby leading
to a more profound SLA (Flowerdew, 2015; Zare & Aghajani, 2023).
Since its inception, DDL has garnered significant interest, as
evidenced by the proliferation of studies assessing its efficacy
within SLA contexts. Research findings indicate that DDL substantially
enhances SLA outcomes (e.g., Crosthwaite & Steeples, 2022; Chambers,
2010; Zare & Aghajani, 2023; Zare, 2020; Zare et al., 2023). Despite
its alignment with learner-centered approaches which have been the
focus of attention in research and practice in SLA (Barbieri &
Eckhardt, 2007; Crosthwaite, 2020; Zare & Aqajani, 2023), DDL has not
been widely implemented in L2 classrooms (Boulton, 2010; O’Keeffe,
2021).
At the same time, recent advances in the field of artificial
intelligence (AI) have led to the emergence of generative AI-based
chatbots, among which ChatGPT stands out. Offering learners an
interactive and conversational learning experience, ChatGPT presents a
promising avenue for SLA (e.g., Huang et al., 2023). The adaptive
nature of these chatbots allows for personalized language instruction
and support, aligning with the current emphasis on learner-centered
approaches in SLA (Barrot, 2023; Dörnyei, 2005; Su et al., 2023).
Despite its potential, research on the use of generative AI for SLA is
scarce, due to its recent introduction and concerns about its ethical
implementation in educational settings (Barrot, 2023). Moreover,
studying the applications of generative AI for implementing DDL is a
novel concept, underscoring the necessity for further exploration in
this specific domain.
The incorporation of generative AI and DDL in SLA holds substantial
implications and applications. Gaining an understanding of the
potential advantages, challenges, and effective strategies for
utilizing generative AI-based tools in implementing DDL may transform
discovery-based language learning approaches in SLA. Therefore, it is
imperative to understand how generative AI-based tools can be
seamlessly integrated with DDL in L2 classes. This special issue seeks
to invite academics to delve into the application of generative
AI-based tools, like ChatGPT, in implementing DDL in language
classrooms. This exploration may pave the way for innovative
discovery-based L2 learning approaches, fostering tailored L2
instruction.
The expected impact of this special issue includes uncovering
effective strategies for implementing generative AI-based tools in
DDL, exploring learner perspectives on using such tools, and
investigating their impact on L2 learning outcomes. The findings will
provide valuable insights into the potential benefits, challenges, and
strategies for integrating generative AI and DDL in L2 learning
environments.

Linguistic Field(s): Applied Linguistics




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