Theoretical and Applied Perspectives on Enhancing Foreign Language Learning through the Pedagogical Use of AI

Georgios Neokleous is Professor of English in the Department of Teacher Education at the Norwegian University of Science and Technology where he works with both pre- and in-service teachers of English.Joana Duarte is Professor of Educational Sciences at the University of Groningen, Netherlands, where she heads the Teacher Education department.

• Introduction: Theory Versus PracticeChapter 1. Georgios Neokleous and Joana Duarte: Pedagogically Responsive FL Teaching Practices Integrating AI Technology: Bridging Theory and PracticePart I: Conceptual and Pedagogical Foundations: AI in Teacher EducationChapter 2. Zuzana Tomaš, Georgios Neokleous, and Anna Krulatz: AI in TESOL Teacher Education: A Current Snapshot of Practices, Beliefs, Attitudes, and Professional DevelopmentChapter 3. Marina Jajić Novogradec: Integrating AI Tools in Pre-Service Teacher Education for Croatian Student Teachers of Slavic LanguagesChapter 4. Rod E. Case and Leping Liu: Pre-Service Teachers’ Learning with ChatGPT Across Student-Focused, Instructor-Mediated or ChatGPT-Mediated Conditions Part II: From Research to Practice: AI Writing Literacies and Strategic MediationChapter 5. Robert Lee Revier, Kristen Oldenburg Lauta, Stephanie Kim Löbl, and Marie Thomsen: Using AI-Chatbot Technology to Support FL Writing Strategies: The Integration of SkoleGPT in Process Writing in the School Subjects of English, French, and GermanChapter 6. Sara Jane Maderious: Guiding Analytical Thinking: How AI-Generated Questions Enhance Research Writing Skills in EAP English CompositionChapter 7. Inmaculada Senra-Silva and Rubén Chacón-Beltrán: AI-Supported Grammar and Cross-Linguistic Influence in Second Language WritingChapter 8. Dennis Foung and Linda Lin: Playing Mix and Match: The Impact of Mixing GenAI and Other Language Tools into the Writing ClassroomChapter 9. Yuying Zhi, Yangyu Xiao, and Yao Yao: Developing Students’ Prompt Literacy and Writing Skills: A Case Study of ChatGPT-Integrated IELTS Writing WorkshopsChapter 10. Barbara Spinelli: Gen-AI Assisted Writing for Multilinguals: Developing Cross-Linguistic and Cross-Digital Mediation Strategies and SkillsPart III: From Research to Practice: AI for Receptive and Interactive LiteraciesChapter 11. Marrit van de Guchte, Maurice Schols, and Daphne van Weijen: Learner and Teacher Experiences Using ChatGPT in Task-Based Foreign Language InteractionChapter 12. Stefano Maranzana and Sandra Descourtis: AI-Enhanced Language Learning: Personalized Listening Activities in Italian and French CoursesChapter 13. Anne Raveling, Martina Kienberger, Tetiana Koropatnitska, Olena Mudra, and Karen Schramm: AI Tools Supporting GFL Teachers in Delivering Level-Adequate Reading Instruction: The LATILL Online PlatformPart IV: From Research to Practice: AI for Feedback, Revision, and Reflective PracticeChapter 14. Larry Walker, Yutong He, Masako Inamoto, and John Rylander: Feedback and AI as Guidance in L2 Translation: Reflecting on Human and AI Feedback with Learners and Practitioners in a Foreign Language SettingChapter 15. Matthew Pattemore, Audrey Rousse-Melpat, and Anastasia Pattemore: ChatGPT for Autonomous Written Assignment Revision SupportConclusion: Bridging Research and Classroom RealitiesChapter 16. Matt Coler, Georgios Neokleous, and Joana Duarte: The Future of AI in Foreign Language Classrooms: Towards Human-Centered and Multilingual Pedagogies

This is a very timely book, bringing together scholars and practitioners to interrogate the current state of play in AI integration in language teaching. The studies in this volume demonstrate what responsive and responsible AI-embedded and enabled language pedagogy can do, and set out a clear agenda for future research.