Artificial Intelligence in Our Language Learning Classrooms
Edited by Louise Ohashi, Mary Hillis, & Robert Dykes
(Generative AI and Foreign Language Education Series)
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Released November 22, 2025
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Book Launch: 11 December [Details]
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- Open access chapter: Chapter 5 by Louise Ohashi and Philip Hubbard
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.
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.
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.
Endorsements
"Interweaving research and practice, the chapters in this volume foreground the vital importance of teacher agency in integrating genAI effectively into language teaching and learning, and offer teachers extensive practical guidance on developing their own AI literacy and that of their students.”
Mark Pegrum, University of Western Australia
"From the perspective of a language educator who engages with GenAI in teaching and research, I see Artificial Intelligence in Our Language Learning Classrooms as offering a clear, practice-focused approach. The chapters in the first part take core skills in turn, from conversational AI and writing to extensive reading and pragmatics and show in concrete terms how teachers are designing tasks and talking with students about GenAI. The chapter on generative AI ethics, for example, offers a particularly clear framework for thinking through academic integrity, data, bias, and environmental questions, while the chapter on emotions and engagement invites readers to consider how learners experience these tools affectively as well as cognitively. Throughout the volume, the guidance is accessible and attentive to the realities of classroom teaching. For colleagues who want to understand both the possibilities and the constraints of GenAI in everyday practice, this book is an excellent starting point and a resource to return to."
Antonie Alm, University of Otago | Ōtākou Whakaihu Waka, New Zealand | Aotearoa
"This book captures the excitement and unease of bringing AI into our classrooms. It shows how teachers can stay creative, critical, and deeply human along the way."
Hayo Reinders, Anaheim University, USA
This book "offers insight into teaching with GenAI, and helps build knowledge about these new technologies and their impact on language education. It does not treat AI as an external force to be admired or feared from a distance. Instead, it examines how GenAI is already being used in classrooms to the benefit of and in collaboration with the students. This book’s chapters speak to teaching practice, to pedagogy, and to the professional and ethical responsibilities of educators...this book is a very welcome addition to the growing body of literature on language learning and teaching with GenAI" (foreword, p. 13).
Mathias Schulze, San Diego State University, USA
"With AI seemingly becoming an integral part of our daily lives, Artificial Intelligence in Our Language Learning Classrooms is an amazing insight into the shift of utilizing GenAI as a tool to aid second language learners. Highlighting not only on practical application of the technology within the classroom, but stepping back and looking at the impact GenAI can have on traditional teaching methods. GenAI usage is something all teachers in today's education system should be aware of, and this book is an excellent foundation in understanding."
Erin Frazier, Meiji University, Japan
Mark Pegrum, University of Western Australia
"From the perspective of a language educator who engages with GenAI in teaching and research, I see Artificial Intelligence in Our Language Learning Classrooms as offering a clear, practice-focused approach. The chapters in the first part take core skills in turn, from conversational AI and writing to extensive reading and pragmatics and show in concrete terms how teachers are designing tasks and talking with students about GenAI. The chapter on generative AI ethics, for example, offers a particularly clear framework for thinking through academic integrity, data, bias, and environmental questions, while the chapter on emotions and engagement invites readers to consider how learners experience these tools affectively as well as cognitively. Throughout the volume, the guidance is accessible and attentive to the realities of classroom teaching. For colleagues who want to understand both the possibilities and the constraints of GenAI in everyday practice, this book is an excellent starting point and a resource to return to."
Antonie Alm, University of Otago | Ōtākou Whakaihu Waka, New Zealand | Aotearoa
"This book captures the excitement and unease of bringing AI into our classrooms. It shows how teachers can stay creative, critical, and deeply human along the way."
Hayo Reinders, Anaheim University, USA
This book "offers insight into teaching with GenAI, and helps build knowledge about these new technologies and their impact on language education. It does not treat AI as an external force to be admired or feared from a distance. Instead, it examines how GenAI is already being used in classrooms to the benefit of and in collaboration with the students. This book’s chapters speak to teaching practice, to pedagogy, and to the professional and ethical responsibilities of educators...this book is a very welcome addition to the growing body of literature on language learning and teaching with GenAI" (foreword, p. 13).
Mathias Schulze, San Diego State University, USA
"With AI seemingly becoming an integral part of our daily lives, Artificial Intelligence in Our Language Learning Classrooms is an amazing insight into the shift of utilizing GenAI as a tool to aid second language learners. Highlighting not only on practical application of the technology within the classroom, but stepping back and looking at the impact GenAI can have on traditional teaching methods. GenAI usage is something all teachers in today's education system should be aware of, and this book is an excellent foundation in understanding."
Erin Frazier, Meiji University, Japan
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.
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
Part I: GenAI-Assisted L2 Skill Development
Part II: Looking Beyond L2 Skills: Ethics, Emotions, and Teacher Exploration
- 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
- Conclusion. Co-Creating the Future. Mary Hillis
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
Series: Generative AI and Foreign Language Education Series
ISBN (print): 9798273691223
ISBN (ebook): 9798232636036
DOI: https://doi.org/10.47908/38