Artificial Intelligence in Our Language Learning Classrooms 
​Edited by Louise Ohashi, Mary Hillis, & Robert Dykes
(Generative AI and Foreign Language Education Series)

Available for pre-order (release date: November 22, 2025)
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Artificial Intelligence in Our Language Learning Classrooms brings together leading researchers and practitioners exploring the pedagogical, ethical, and emotional dimensions of generative AI (GenAI) in second language (L2) education. Across two major sections (L2 skill development and broader educational perspectives), contributors offer theory-informed and practice-oriented insights into how GenAI can transform language teaching and learning. Topics include conversational AI and chatbots, writing development, extensive reading, pragmatics instruction, ethics, emotions, and teacher-led inquiry. Through a balance of optimism and critical reflection, this volume situates AI integration within established educational frameworks, supporting teachers as they navigate the rapidly evolving technological landscape.
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The book emphasizes teacher agency, responsible innovation, and the centrality of human connection in AI-enhanced classrooms. By combining empirical research, case studies, and reflective narratives, it addresses both opportunities and challenges in using GenAI tools for language education. This comprehensive resource is essential reading for language teachers, researchers, and teacher educators seeking to build informed, ethical, and pedagogically grounded approaches to AI integration in the L2 classroom.

About the Editors

​Louise Ohashi is a professor of applied linguistics at Gakushuin University, Japan, and Chair of EUROCALL’s AI SIG. She specializes in second language acquisition and L2 education. Her key research areas include learner autonomy, motivation, and the use of digital technology for language teaching and learning. 
 
Mary Hillis is an English language instructor at Ritsumeikan University and a supervisor at the self-access center. She has experience coordinating university writing centers in Japan. She is the chair of TESOL International Association’s Membership Professional Council. Her research interests are writing center pedagogy, teacher professional development, and literature in language teaching.
 
Robert Dykes is currently teaching at Sojo University, Kumamoto. He has been volunteering with JALT since 2016 and has held over 20 different positions in the organization. His research interests include motivation, foreign language anxiety, typography, CMC, and AI and language learning. 

Contents

Preliminaries
  • Foreword. Before We Begin: Generative AI and the Future of Language Classrooms. Mathias Schulze
  • Introduction. Supporting Language Teachers in the Age of GenAI. Louise Ohashi

Part I: GenAI-Assisted L2 Skill Development
  • Chapter 1. Conversational AI and Chatbots. Serge Bibauw and Gilbert Dizon
  • Chapter 2. Generative AI and Second Language Writing. Robert Godwin-Jones
  • Chapter 3. Extensive Reading and AI: This Could Be Great. Mark Brierley and Gary Ross
  • Chapter 4. Using AI for Pragmatics Instruction: Opportunities and Challenges in Language Education. Todd J. Allen, Noriko Ishihara, Akiko Chiba, and John Campbell-Larsen

Part II: Looking Beyond L2 Skills: Ethics, Emotions, and Teacher Exploration
  • Chapter 5. Generative AI Ethics: Emerging Principles for Language Teachers. Louise Ohashi and Philip Hubbard Open Access
  • Chapter 6. Integrating AI in Language Learning Classrooms: Engagement and Emotions. Mark Feng Teng and Jerry Huang
  • Chapter 7. From Practice to Inquiry: Teacher-Led AI Integration and Research. Eucharia Donnery
 

Publication details

Publication date: November 22, 2025
Series: Generative AI and Foreign Language Education Series
ISBN (print): 9798273691223
ISBN (ebook): 9798232636036
​DOI: https://doi.org/10.47908/38