Category: language teaching

GLOTECH plenary 2025

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/

5 recent publications & talks on language learning & technology

An, X., Chai, C. S., Li, Y., Zhou, Y., Shen, X., Zheng, C., & Chen, M. (2022). Modeling English teachers’ behavioral intention to use artificial intelligence in middle schools. Education and Information Technologies, 1-22. (URL)

Kumar, B. A., & Goundar, M. S. (2022). Developing mobile language learning applications: a systematic literature review. Education and Information Technologies, 1-21. (URL)

Charles, M. (2022). Student Autonomy and Data-driven Learning in English for Academic Purposes. (URL)

Taghizadeh, M., & Basirat, M. (2022). Investigating pre-service EFL teachers’ attitudes and challenges of online teaching. Computer Assisted Language Learning, 1-38. (URL)

Veiga Norlander, C. (2022). L2 Vocabulary Acquisition: An Investigation into the Effectiveness of PlayPhrase. me as a Tool for Learning English Vocabulary for Swedish Level 9 Students. (URL)

Mike McCarthy on discovery our histories as language educators

Read the piece here.

Some extracts from Jean Coussins’ “English is not enough”

Source: (URL)

A NATIONAL RECOVERY PROGRAMME FOR LANGUAGES. A framework proposal from the All-Party Parliamentary Group on Modern Languages, published 4 March 2019

Some extracts

Britain, and its government, must remember that only six per cent of the world’s population are native English speakers and 75 per cent speak no English at all.

The amount of online content in English is declining, from over half in 2000 to about a quarter now. Over the same period, Mandarin content has increased from 5 per cent to well over 20 per cent and rising.

The decline in language learning in UK schools can now be felt right up the chain, through universities and into the business community.

Just last week, the BBC reported that language learning is at its lowest level in UK secondary schools since the turn of the millennium, with German and French falling the most.

In 1999, 342,227 took GCSE French while last year the number was just 126,750. Languages at A-level are in freefall: the year-on-year drop last year alone was 5.4 per cent.

Secondary school pupils in the UK spend less time studying languages than anywhere else in the developed world.

Over 70 per cent of UK employers say they’re unhappy with the foreign language skills of British school leavers and graduates and are forced to recruit from overseas to meet their needs.

Smart businesses who make use of languages report 43 per cent higher export/turnovers ratios.

The value of languages, Prof. Wendy Ayres-Bennett

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A SLEG seminar, Faculty of Education, University of Cambridge

Prof. Wendy Ayres-Bennett, U. Cambridge

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Challenges:

staff recruitment

transition to Secondary

inconsitent marking (A levels)

lack of confidence in the new A levels

decline of Modern Languages in HE (HEFCE data)

post-BREXIT UK?

2009 Worton report for HEFCE (Link here)

Objectives of the Multilinguialism Cambridge-led research project:

how languages can address key issues of our time

multidisciplinary perspectives (6 areas: from literature to applied linguistics and cognition)

British Academy Born Global (Link here)

Key findings here.

britac_ac_uk_sites_default_files_2__20sme_20language_20survey_20summary_pdf

britac_ac_uk_sites_default_files_2_9_20sme_20language_20survey_20summary_pdf

 

 

 

 

 

 

Native & learner language in interviews

This talk discusses some of our findings in

Pérez-Paredes, P., & Sánchez Tornel, M. (2015). A multidimensional analysis of learner language during story reconstruction in interviews. In M. Callies & S. Götz (Eds.), Learner Corpora in Language Testing and Assessment. Amsterdam: John Benjamins.