37.227, Calls: CALICO Journal - "Special Issue: Empowering Language Teachers as Co-designers Through AI and Educational Authoring Tools" (Jrnl)

Sat Jan 17 00:05:02 UTC 2026

LINGUIST List: Vol-37-227. Sat Jan 17 2026. ISSN: 1069 - 4875.

Subject: 37.227, Calls: CALICO Journal - "Special Issue: Empowering Language Teachers as Co-designers Through AI and Educational Authoring Tools" (Jrnl)

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Date: 15-Jan-2026
From: Bryan Smith [bryansmith at asu.edu]
Subject: CALICO Journal - "Special Issue: Empowering Language Teachers as Co-designers Through AI and Educational Authoring Tools" (Jrnl)

Journal: CALICO Journal
Issue: Empowering Language Teachers as Co-designers Through AI and
Educational Authoring Tools
Call Deadline: 15-Apr-2026

Guest Editors:
Anke Berns, Department of French and English Philology, University of
Cádiz (Spain), anke.berns at uca.es
Antigoni Parmaxi, Language Centre of CUT, Cyprus University of
Technology (Cyprus), antigoni.parmaxi at cyprusinteractionlab.com
Telmo Zarraonandia, Department of Computer Science, University Carlos
III of Madrid (Spain), tzarraon at inf.uc3m.es
Description of the Special Issue Theme:
Educational authoring tools and Artificial Intelligence (AI) are
increasingly reshaping education by enabling personalized, adaptive,
and data-driven learning (Şahin Kızıl et al., 2025; Zhu & Wang, 2025).
Traditionally, educational technologies have been developed by
software providers with limited flexibility for adaptation by
educators (Gruber et al., 2024; Romano et al., 2016, 2020). This
top-down model often produces tools that fail to address teachers’ and
learners’ evolving needs. With growing educational complexity—driven
by globalization, digital transformation, and calls for inclusive and
ethical practices—empowering educators as active co-designers is
increasingly urgent (Mota et al., 2018; Valero-Franco & Berns, 2024).
Reframing teachers not as passive end-users but as design partners
could foster more responsive and effective learning practices.
In this context, the special issue (SI), Empowering Language Teachers
as Co-designers Through AI and Educational Authoring Tools, addresses
a central challenge in the field of CALL: how to support language
instructors, researchers, and practitioners as learning experience
designers in taking an active and creative role in the design of
digital learning resources and environments (Godwin, 2015). Generative
AI, along with educational authoring tools such as no-code/low-code
platforms, offers unprecedented opportunities to bridge the
longstanding divide between technical development and pedagogical
practice (Berns et al., 2025; Cuervo-Rosillo, 2024; Lytridis et al.,
2018; Şahin Kızıl et al., 2025). However, AI also introduces
challenges—reliability and accuracy (Grimes & Warschauer, 2010; Wang
et al., 2023; Zhu & Wang, 2025), technology acceptance (An et al.,
2023; Pokrivcakova, 2019), and social-ethical issues (Godwin-Jones,
2022; Hockly, 2023)—that must be critically addressed.
This SI responds to these opportunities and risks by exploring how AI
and educational authoring tools can support pedagogically-driven
design (Berns & Valero-Franco, 2025; Liu et al., 2022). More
specifically, it invites contributions that explore ethical frameworks
positioning AI as a collaborative partner rather than a mere tool.
These contributions should emphasize how pedagogical decisions promote
critical thinking, student engagement, and responsible human-AI
interaction. Ultimately, the SI aims to contribute to CALL by
advancing debates on how instructors, as learning experience
designers, should adopt, adapt, and evaluate the use of AI in
conjunction with educational authoring tools to address pedagogical
and ethical challenges in language instruction, giving deliberate
prominence to diverse perspectives and settings. Moreover, it will
reconceptualize the role of instructors in CALL, not merely as tool
users, but as informed co-designers and critical agents of
technological development. The issue aims to bring together a variety
of viewpoints from teachers, learners, practitioners, and developers
in order to strengthen the dialogue across stakeholder communities and
move beyond a single viewpoint. In doing so, it seeks to provide both
theoretical contributions and empirical findings that collectively
advance understanding across a broad spectrum of topics.
The SI will welcome contributions on the following, though not
exhaustive, list of topics:
Introductory article(s) on ethics when using AI combined with
educational authoring tools within different educational contexts
(K12, higher education, private language schools, and informal
learning settings).
Systematic literature review and meta-analysis of current educational
authoring and generative AI tools. The focus should center on
pedagogical opportunities for improving teaching and learning, along
with the associated ethical challenges.
Theoretical, conceptual, and reflective research studies on design
principles and evaluation methodologies for creating educational
authoring tools that are both user-friendly and effective in
supporting teaching and learning. Contributions might also explore
teachers’ and students’ experiences with the use of educational
authoring tools and/or AI-powered tools for language learning.
Empirical studies that identify the pedagogical and digital literacy
needs of language teachers and practitioners to facilitate their
transition from mere technology users to responsible learning
experience designers that ensure responsible human-AI interaction for
teaching and assessment. These studies should ideally consider diverse
educational contexts, such as K12, higher education, private language
schools, and informal learning settings, as well as geographic
diversity beyond Europe and North America.
Case studies investigating various pedagogical strategies that promote
ethical AI engagement patterns, such as structured reflection
protocols, peer review of AI interactions, ethical AI use in
responsible feedback/assessment, and scaffolded critical questioning
techniques in language learning contexts.
Contributions that explore teachers’ and students’ experiences with
the use of educational authoring tools and/or AI-powered tools for
language learning.
Case studies illustrating student-centered design and development of
digital resources, as well as their impact on learner engagement and
achievement.
Other relevant topics will also be considered
Submission Guidelines:
April 15th, 2026: Initial expressions of interest/proposals of no more
than 750 words. This proposal should address the theoretical framework
employed, justification for the study, research questions,
methodology, findings (where available), and implications for future
research or pedagogy. For theoretical pieces, ensure the proposal
includes a clearly articulated problem and a proposed solution.
October 1, 2026: Invitation for full manuscripts of no more than 8,500
words, including abstract and references (Please note that an
invitation to submit a full-length manuscript does not guarantee
publication in the special issue).

Linguistic Field(s): Applied Linguistics
                     Language Acquisition
                     Text/Corpus Linguistics
                     Writing Systems

Subject Language(s): English (eng)

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