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Toward Artificial Intelligence-Assisted Language Learning:
From Theory to Practice

The need for such a book

A book devoted to theory and practice in Artificial Intelligence-Assisted Language Learning is both timely and necessary for the following
reasons:
1. AI's Growing Role in Language Learning
Artificial Intelligence (AI) has rapidly transformed language education through intelligent tutoring systems, automated feedback, adaptive
learning, and generative AI models (e.g., ChatGPT, Bard). However, there is a gap in consolidating theoretical frameworks with practical
applications, making a dedicated volume essential.
2. Bridging Theory and Practice
While research on AI in language learning has expanded, many studies remain theoretical, lacking practical insights for educators and
developers. A book that explores both perspectives ensures that AI integration in CALL is pedagogically sound and practically viable.
3. Ethical and Pedagogical Considerations
AI brings challenges such as data privacy, algorithmic bias, and the need for human-AI collaboration. A book addressing these concerns
will help stakeholders implement AI responsibly while maintaining pedagogical integrity.
4. Recent Advances and Emerging Trends
The last decade has seen breakthroughs in AI, including natural language processing (NLP), speech recognition, and large language
models. A book that captures these advancements ensures that the field remains up-to-date with cutting-edge developments.
5. Global Accessibility and Inclusivity
AI has the potential to bridge language learning gaps by offering personalized instruction, real-time translation, and accessibility features.
A dedicated book can explore how AI makes language education more inclusive across diverse linguistic and socioeconomic backgrounds.
6. Addressing the Need for Empirical Research
Despite AI's presence in education, empirical studies on its effectiveness, limitations, and best practices remain limited. This book would
provide a platform for researchers to contribute data-driven insights.
7. Guidance for Policymakers, Educators, and Developers
AI-assisted language learning requires interdisciplinary collaboration. This book can serve as a reference for policymakers, educators, and
edtech developers to align AI with effective pedagogical models.
By compiling theoretical foundations, empirical studies, and practical implementations, this book will fill a critical gap in CALL research
and provide a roadmap for integrating AI into language learning in a sustainable and ethical manner.
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Introduction

The rapid advancement of information and communication technologies, particularly generative artificial intelligence (GenAI), has
revolutionized academic fields, including Computer-Assisted Language Learning (CALL). A new subfield is emerging—Artificial
Intelligence-Assisted Language Learning (AIALL)—which integrates adaptive learning platforms, large language models (LLMs),
AI-driven chatbots, virtual tutors, and automated feedback systems into English as a Foreign Language (EFL) and English as a
Second Language (ESL) teaching and learning. This integration presents significant opportunities while also raising challenges such as
teacher readiness, AI literacy, ethical considerations, and psychological factors influencing both teachers and learners.
This edited volume seeks to explore the multifaceted ways in which AIALL can enhance CALL, examining both theoretical
frameworks and practical applications. By bringing together diverse research methodologies—including quantitative, qualitative,
mixed-methods, and case studies—this book aims to provide a comprehensive resource for educators, researchers, and policymakers
navigating AIALL.

Objectives of the book

• To provide an overview of AIALL, tracing its historical foundations in CALL and applied linguistics.

• To examine key competencies and best practices for language teachers and learners engaging with AI in language

learning. Investigate psychological and contextual factors that influence AIALL adoption and effectiveness.

• To explore practical applications of generative AI and chatbots in language learning, addressing opportunities and

challenges.
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Proposed sections

Part I: Foundations of Artificial Intelligence-Assisted Language Learning

• Historical evolution of AI in CALL and applied linguistics
• Theoretical perspectives on AIALL
Part II: Building a Framework for Effective AIALL Practices
• Teacher and learner readiness for AIALL
• AI competency and practical skills for language educators
• AI literacy in language education
• Ethical considerations and responsible AI use
• Creativity and innovation in AI-enhanced language learning
• Psychological resilience and adaptability in AIALL
Part III: Psychological and Contextual Influences in AIALL
• Motivation and engagement in AIALL
• Self-regulation and learner autonomy
• Complex dynamic systems in AILL
• Grit, growth mindset, and persistence in AI-enhanced learning environments
Part IV: Practical Applications of AI in Language Learning
• Integrating generative AI and chatbots for language skills and subskills
AI-driven approaches to developing creativity, critical thinking, and computational thinking skills (CTCALL), and Design thinking
silks
• (DEAILL)
• Collaborative and personalized learning experiences using AI
AI’s role in assessment, feedback, and language acquisition support
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Target Audience & Practical Implications

• Language teachers seeking insights into AI-enhanced pedagogy.

• CALL researchers examining AI's impact on language education.

• Educational leaders and policymakers integrating AI into language curricula.

• Curriculum designers and AI developers creating AI-driven language learning tools.

• Graduate students and scholars exploring AI applications in applied linguistics and

education.

• Entrepreneurs and industry professionals interested in AI's role in language learning.

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Recommended topics

We welcome contributions addressing (but not limited to):

Historical and theoretical perspectives on AI in language education

AI literacy, teacher training, and professional development

Psychological and pedagogical factors shaping AIALL success

Empirical studies on AI-driven personalized and collaborative language learning

AI-based methods for teaching language skills, assessment, and feedback

Submission guidelines

Authors are invited to submit a chapter proposal (1,000 words) detailing the purpose, scope, and key
arguments of their proposed chapter.

Important dates

May 25, 2025 September 15, 2025 November 15, 2025

June 25, 2025 October 1, 2025 October 30, 2025
Proposal Final Acceptance Final Chapter
Notification of Full Chapter Review Feedback
Submission Notification Submission
Acceptance Submission Returned
Deadline

For inquiries and submissions, please contact Mr. Amir Reza Rahimi

[email protected].
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Book editors
Amir Reza Rahimi
Amir Reza Rahimi is a Ph.D. candidate at the University of Valencia, studying language, literature, and culture and its applications. He has taught English at universities,

high schools, and language institutes in Iran throughout his career. The research project in which he is participating is Fostering Outreach within European Regions,

Transactional Higher Education and Mobility (FORTHEM), where he serves as a mentor researcher, and in which he serves as a researcher at a project with the title

developing Socioemotional Skills Through Virtual Exchange (SOCIEMOVE). His specialty is developing theories in education, particularly in applied linguistics and CALL.

The theories of Computational Thinking skills in Computer Assisted Language Learning (CTsCALL) and Design Thinking skills in Artificial Intelligence Language Learning

(DEAILL) were among his top theories that were published in the renowned journals. Alongside advancing the fields of education, CALL, and applied linguistics in both

theoretical and practical aspects, he developed a new research design, namely, a bisymmetric research design, and expanded the educational research in methodological

aspects as well. He also conducted workshops for language teachers on how to use technology to teach English. As a result of his research, he published several works in

leading journals, such as Computer-Assisted Language Learning (CALL), RECALL, Education and Information Technologies (EAIT), Computers in Human Behavior

Reports, Computers in Education, Smart Learning Environments, Computers & Education, and The Qualitative Report (TQR). He presented several of his research projects

at international conferences, including the 25th TESOL International Convention on Language Learning and Expo (Pennsylvania, USA) and the 5th World CALL

conference. He won the Best Research Award in Innovation in Data Analysis after introducing the bisymmetric research design from ScienceFather. His research interests

include psycholinguistics, computer-assisted language learning (CALL), massive open online courses (LMOOCs), virtual exchange, teacher education, artificial intelligence in

education, the motivation of online language learners, exploratory studies, and theory development in the field of education, particularly CALL.

Ana Gimeno-Sanz
Ana Gimeno-Sanz is Full Professor of English Language in the Department of Applied Linguistics at the Universitat Politècnica de València (UPV), Spain. Her research

focuses on Applied Linguistics, more specifically, on English for Specific Purposes, Computer-Assisted Language Learning (CALL), and Content and Language Integrated

Learning. Prof. Gimeno is Head of the CAMILLE Research Group, devoted to research in CALL and e-Learning. She has been Project Manager of several funded

multimedia CALL research and development projects that have led to the publication of several language courses in digital format. In 2016, she co-authored the first Spanish

as a foreign language Massive Open Online Course (MOOC) delivered on the US-based edX platform, which has attracted over half a million learners from around the world

and in 2018, the first upper-intermediate English edX MOOC, which has attracted over 350000 learners. Ana Gimeno is Associate Editor of ReCALL (Cambridge University

Press) and serves on the Editorial Board of the Computer Assisted Language Learning journal (Taylor and Francis), as well as being editor-in-chief of The EUROCALL

Review. She was President of the European Association for Computer-Assisted Language Learning (EuroCALL) from 2005 to 2011 and is currently President of the world

organisation for computer-assisted language learning, WorldCALL (www.worldcall.org).

Ana Sevilla-Pavón
Ana Sevilla-Pavón is an associate professor in the Department of English and German Philology at the Universitat de València, Spain. She has a PhD in English Philology

(Universitat Politècnica de València) and is the leader of the SOCIEMOVE Spanish Ministry project. She did a doctoral research stay at the University of Massachusetts

Amherst (UMass Amherst), United States. She also had a four-year predoctoral research grant awarded by the Valencian Regional Government (FPI, Generalitat

[email protected].
Valenciana) in the CAMILLE Research Group, led by Dr. Ana Gimeno at the Department of Applied Linguistics at the Universitat Politècnica de València where she

developed different multimedia resources for languages learning. She has taught different languages at secondary and university level, and participated in a number of

national and international conferences on applied linguistics as well as in research projects. In addition, she has written, participated in, and published books, articles and

reviews, and is particularly interested in computer assisted language teaching and testing, as well as in methods for language teaching and learning, intercultural

communication and teacher training.