AI in Language Teaching, Learning, and Assessment: Navigating Complexity in the Age of Generative AI
Main Article Content
Keywords
generative AI, language education, human-AI collaboration, academic integrity
Abstract
This review examines Pan's (2024) edited volume “AI in Language Teaching, Learning, and Assessment”, which explores the transformative yet contested role of generative artificial intelligence in language education. The book adopts “complexity as a method” and is divided into three parts - technical possibilities, stakeholder perspectives and situated practices. It contains a total of 15 chapters, but does not impose a unified theoretical framework. The reviewer highlights the volume's strength in capturing global diversity and ethical complexity, while pointing out that there is a productive tension between its fragmented research methods and Pan's vision of human-computer symbiosis. In general, this book draws a valuable topographic map of the impact of AI in the field of education, but its rejection of theoretical closure makes the issue of how to negotiate the redistribution of power necessary for AI at the political level remain pending.
References
- [1] Zhao, J. Advancing English Language Education: A Mixed-Methods Analysis of AI-Driven Tools' Impact on Engagement, Personalization, and Learning Outcomes, Education and Information Technologies. 2025, 30(15), 21773-21813. https://doi.org/10.1007/s10639-025-13560-2
- [2] Pan, F. AI in Language Teaching, Learning, and Assessment. Edited volume. Hershey, PA: IGI Global; 2024.
- [3] Huang, F., Derakhshan, A. Learning Motivation and Digital Literacy in AI Adoption for Self-Regulated English Learning, European Journal of Education. 2025, 60(4), Article e70254. https://doi.org/10.1111/ejed.70254
Article Sidebar
This work is licensed under a Creative Commons Attribution 4.0 International License.