perezparedes, Author at Pérez-Paredes

Conference website: https://web.ua.es/es/dl2/glotech-2025

Plenary: Critical AI literacy (CAIL): language education and applied linguistics as central disciplinary areas

Download here the comptencies outlined in the Pérez-Paredes, P. Curry, N. & Ordoñana-Guillamón, C. (2025). Critical AI literacy for applied linguistics and language education students. Journal of China Computer-Assisted Language Learning (JCCALL). Special Issue Theme: Cultivating AI literacy in language education. https://doi.org/10.1515/jccall-2025-0005

Some references

Curry, N., & McEnery, T. (2024). Corpus linguistics for language teaching and learning: A research agenda. Language Teaching.

Curry, N., McEnery, T., & Brookes, G. (2025). A question of alignment–AI, GenAI and applied linguistics. Annual Review of Applied Linguistics.

Curry, N., Mark, G., Lee, H., McEnery, T., Burton, G., Clark, T., & Shin, D. (2024). Applying corpus research indirectly to language teaching materials and assessment development.

Cheung, L., & Crosthwaite, P. (2025). CorpusChat: integrating corpus linguistics and generative AI for academic writing development. Computer Assisted Language Learning, 1-27.

Eaton, S.E. Postplagiarism: transdisciplinary ethics and integrity in the age of artificial intelligence and neurotechnology. Int Journal Education Integrety 19, 23 (2023). https://doi.org/10.1007/s40979-023-00144-1

Galaczi, E., & Pastorino-Campos, C. (2025). Ethical AI for language assessment: Principles, considerations, and emerging tensions. Annual Review of Applied Linguistics. Advance online publication. https://doi.org/10.1017/S0267190525100081

Handley, Z. L. (2024). Has artificial intelligence rendered language teaching obsolete?. The Modern Language Journal.

Kern, R. (2021). Twenty-five years of digital literacies in CALL. Language, Learning & Technology.

Kern, R. (2025). New Literacies: A Historical Perspective. In The Palgrave Encyclopedia of Computer-Assisted Language Learning (pp. 1-5). Springer Nature Switzerland.

Lawrence, N. (2024). The Atomic Human .Understanding Ourselves in the Age of AI. Penguin.

Lévy, P. (2025). Symbolism, digital Culture and Artificial Intelligence. RED. Revista de Educación a Distancia, 25(81). http://dx.doi.org/10.6018/red.630211
Liu, Y., Hu, G. (2024). Research Trends in Applied Linguistics (2017–2021): A Scientometric Review of 42 Journals. In: Meihami, H., Esfandiari, R. (eds) A Scientometrics Research Perspective in Applied Linguistics. Springer, Cham. https://doi.org/10.1007/978-3-031-51726-6_3

Lusta, A., Demirel, Ö., & Mohammadzadeh, B. (2023). Language corpus and data driven learning (DDL) in language classrooms: A systematic review. Heliyon, 9(12).

Ma, Q. (2025). Corpus Literacy and Data-Driven Learning. In The Palgrave Encyclopedia of Computer-Assisted Language Learning (pp. 1-7). Cham: Springer Nature.

Ma, Q., Crosthwaite, P., Sun, D., & Zou, D. (2024). Exploring ChatGPT literacy in language education: A global perspective and comprehensive approach. Computers and education: Artificial intelligence, 7, 100278. https://doi.org/10.1016/j.caeai.2024.100278

McCarthy, M., McEnery, T., Mark, G. and Pérez-Paredes, P. (2021) Looking back on 25 years of TaLC: In conversation with Profs Mike McCarthy and Tony McEnery. In Pérez-Paredes, P. & Mark, G. (Eds.). Beyond concordance lines: applications of corpora in language education. John Benjamins, pp. 57–74. https://doi.org/10.1075/scl.102.03mcc

McEnery, T. (2025). Twenty years of Corpora. Corpora, 20(1), 1-2.

McEnery, T., & Wilson, A. (1997). Teaching and Language Corpora(TALC). ReCALL, 9(1), 5–14. doi:10.1017/S0958344000004572

McInnes, R. (2025, April 11). Resist the gen-AI-driven university: A call for reclaiming thought in learning and teaching. ASCILITE TELall Blog. https://blog.ascilite.org/resist-the-gen-ai-driven-university-a-call-for-reclaiming-thought-in-learning-and-teaching/

Mizumoto, A. (2023). Data-driven learning meets generative AI: Introducing the framework of metacognitive resource use. Applied Corpus Linguistics, 3(3), 100074.
Mohsen, M. A., Althebi, S., Alsagour, R., Alsalem, A., Almudawi, A., & Alshahrani, A. (2024). Forty-two years of computer-assisted language learning research: A scientometric study of hotspot research and trending issues. ReCALL, 36(2), 230–249. doi:10.1017/S0958344023000253

Ohashi, L., & Alm, A. (2025). Conversational AI Literacy. In The Palgrave Encyclopedia of Computer-Assisted Language Learning (pp. 1-6). Cham: Springer Nature.

The Open University. (2025). A framework for the learning and teaching of critical AI literacy skills. https://www.open.ac.uk/blogs/learning-design/wp-content/uploads/2025/01/OU-Critical-AI-Literacy-framework-2025-external-sharing.pdf

O’Sullivan, Í. (2007). Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy. ReCALL, 19(3), 269-286.

Oshchepkova, T., Tolstykh, O. M., Panasenko, E. V., Nazarova, N. A., & Petrova, N. V. (2024). Examining changes in foreign language educators’ attitudes towards the use of computer-assisted learning. Studies in English Language and Education, 11(2), 630-649.

Pérez-Paredes, P. (2025). Corpus linguistics and Computer Assisted Language Learning. In Hilary Nesi and Petar Milin (Eds.) International Encyclopedia of Language and Linguistics, 3rd Edition. Elsevier.

Pérez-Paredes, P., Mark, G. & O’Keeffe, A. (2025). Corpus linguistics for language learning research. Research Methods in Applied Linguistics (RMAL). John Benjamins. URL.

Pérez-Paredes, P. Curry, N. & Ordoñana-Guillamón, C. (2025). Critical AI literacy for applied linguistics and language education students. Journal of China Computer-Assisted Language Learning (JCCALL). Special Issue Theme: Cultivating AI literacy in language education. https://doi.org/10.1515/jccall-2025-0005

Pérez-Paredes, P. & Boulton, A. (2025). Data-driven Learning in and out of the Language Classroom. Cambridge University Press. https://doi.org/10.1017/9781009511384

Pérez-Paredes, P. & Curry, N. (2025). Corpus linguistics in Languages for Specific Purposes (LSP). In Thorsten Roelcke, Ruth Breeze and Jan Engberg (Eds.), Handbook of Specialized Communication, pp. 407-432. De Gruyter. https://doi.org/10.1515/9783110672633-020

Pérez-Paredes, P. & Mark, G. (Eds.) (2021). Beyond concordance lines: applications of corpora in language education. John Benjamins.

Pérez-Paredes, P. & Ordoñana-Guillamón, C. (2025). Future challenges and opportunities for data-driven learning. In McCallum, L. & Tafazoli, D. (Eds.) The Palgrave Encyclopedia of Computer-Assisted Language Learning. Springer. https://doi.org/10.1007/978-3-031-51447-0_350-1

Pérez-Paredes, P. Curry, N. & Aguado Jiménez, P. (forthcoming). Enriching AI literacy with corpus-based pedagogy.

Seargeant, P. (2023). The future of language. Bloomsbury.

Stockwell, G. (2024). ChatGPT in language teaching and learning: Exploring the road we’re travelling. Technology in Language Teaching & Learning, 6(1), 2273. https://doi.org/10.29140/tltl.v6n1.2273

Son, J. B., Ružić, N. K., & Philpott, A. (2025). Artificial intelligence technologies and applications for language learning and teaching. Journal of China Computer-Assisted Language Learning, 5(1), 94-112

Sun, W., & Park, E. (2023). EFL learners’ collocation acquisition and learning in corpus-based instruction: A systematic review. Sustainability, 15(17), 13242.

Sutoris, P. (2025, May 21). Our future may depend on the humanities. Wonkhe. https://wonkhe.com/blogs/our-future-may-depend-on-the-humanities/

Editors-in-Chief: Alex Boulton Université de Lorraine, France and Pascual Pérez-Paredes Universidad de Murcia, Spain

ReCALL is the journal of the European Association for Computer Assisted Language Learning (EUROCALL). It is published by Cambridge University Press.

It seeks to fulfil the stated aims of EUROCALL as a whole, i.e. to encourage the use of technology for the learning and teaching of languages and cultures, and especially the promotion and dissemination of innovative research and practice in areas relating to CALL including, but not limited to: Applied Linguistics, Corpus Linguistics, Digital Pedagogy, Digital Literacies, Computer-Mediated Communication, Learning Analytics, Second Language Acquisition, and Educational Science.

The journal publishes research articles that report on empirical studies (quantitative, qualitative, or mixed methods), as well as occasional rigorous meta-analyses or other syntheses or surveys, and papers that make substantial contributions to theoretical, epistemological or methodological debates. Typical subjects for submissions include foreign or second language learning and development in technology-enhanced learning environments and practical applications at developmental stage, with firm theoretical anchoring in CALL; evaluative studies of the potential of technological advances in the delivery of language learning materials and enactment of language learning activities; and discussions of theory, policy or strategy at institutional and disciplinary levels with clear connections to technology-mediated language learning.

ReCALL is a Gold Open Access journal.