Call for papers
Understanding Language Use in Human-Generative AI Communication in Educational Contexts
Human-Generative AI (GenAI) communication is of fundamental importance to research situated within the field of Linguistics and Education, given its features and potential roles. GenAI Large Language Models draw on vast and diverse datasets to learn the complex patterns of language use, thus enabling them to generate texts that resemble human language (Touvron et al., 2023). With this generative capability, these AI models are not merely tools for facilitating language learning but are also active participants in human-GenAI communication. For instance, their ability to engage in nuanced interactions positions GenAI as effective “interlocutors” (Thorne, 2024, p.571) and “dialogic partners” (Tang et al., 2024) for learners navigating the diverse discourse varieties tied to different social groups (Gee, 2011). However, there remains a critical need for further elaboration and explication of GenAI’s educational role from a linguistic standpoint.
Guest editors:
Natasha Anne Rappa, Murdoch University, Australia
Kok-Sing Tang, Curtin University, Australia
Lynde Tan, Western Sydney University, Australia
Seng Chee Tan, National Institute of Education, Nanyang Technological University, Singapore
Special issue information:
This special issue considers how human-GenAI communication mediates learning, with the aim of providing fresh insights into well-established theories of language use and understanding the educational value and implications of communicating with Gen AI. One approach undertaken by education scholars has been to consider GenAI data and its implications for teaching and learning through the lens of linguistics-related theories, frameworks or methods of analysis. Recent publications and grey literature focussing on pragmatics have explored using GenAI to develop and assess language learners’ pragmatic competence in communication (see Akane et al., 2024; O’Grady, 2023) and communication in intercultural contexts (see Dai et al., 2024). There are nascent findings on the discourse generated by and with GenAI such as the role of GenAI in supporting and extending student discourse (see Lee et al., 2023). Other prominent scholars have begun exploring multimodal grammatical analysis to inform educational applications of GenAI (see Cope & Kalantiz, 2024).
Another approach has been to examine GenAI itself through the lens of linguistics analysis to advocate for more discerning use and better design of GenAI for educational purposes. The sociolinguistic biases of GenAI, perpetuating dominant ideologies and reinforcing hegemonic power in educational institutions are a concern for educators (Alvero et al., 2024). There are also scholars arguing for perspectives from cognitive linguistics to enhance GenAI's ability to understand, process and interpret the nature of human language, including human language nuances (Barnden, 2006; McShane & Nirenburg, 2021). Substantial research has been conducted on the use of GenAI in language acquisition, making possible a systematic review of the literature by Law (2024) encompassing both aforementioned approaches. Nevertheless, research on GenAI is still in its infancy at the intersection of the fields of Linguistics and Education and these two approaches are indicative of the way forward.
The aim of this special issue is to present a collection of articles examining the linguistics theories and methodological processes underpinning language use in human-GenAI communication to advance our understanding of the potential educational role of GenAI and implications of its use in educational contexts. Theories drawing from the subfields of Discourse Analysis, Social Semiotics, Pragmatics, Sociolinguistics, Cognitive Linguistics, and Language Acquisition to frame the research are recommended. We invite a conceptual, scoping or systematic review, empirical studies based on qualitative, qualitative and mixed methods research, and methods articles exploring a range of GenAI platforms and applications in K12 and higher education and informal learning contexts from across the globe.
Topics
How human-GenAI communication provides new insights or challenges specific linguistic theories to inform teaching and learning practices Strategies for integrating GenAI in an educational context through the theoretical lens of one or more subfields of Linguistics study The role of GenAI in fostering linguistic competencies and influencing specific patterns of language use in educational contexts Critical appraisal of how GenAI entrenches existing educational inequalities and produces new inequalities Approaches to analysing human-GenAI communication and its implications for teaching and learning Comparative linguistic analyses of human-GenAI communication across GenAI applications and research contexts to inform teaching and learning practices Analysis or application of multimodal GenAI that combines multiple semiotic modes (e.g., image, video, music) in an educational context This special issue will include a commentary on key ideas explored in Language Use in Human-GenAI Communication.
Submission
We therefore invite submissions concerning the above topics. Abstracts should demonstrate that the article fits the special section focus, has a rigorous methodology, is innovative and makes a significant contribution to the fields of Linguistics and Education, takes a critical approach and is relevant to an international audience. Full manuscripts will undergo the standard reviewing process. Therefore, if you are invited to submit a full manuscript based on your abstract, it should not be taken as an indication that the final manuscript will be accepted.
Abstracts should be around 250 words, clearly and concisely written, and generally include the following:
An introduction of one or two sentences stating the research aims and educational context e.g. postgraduate, undergraduate, high school, etc.
For empirical reports, a summary of the data collection methodology.
The theoretical framing of the study
A summary of the outcomes
Concise conclusions and implications in two or three sentences. What new insights does this research provide? What is its unique and significant contribution to the field?
The following details should accompany each abstract:
Proposed article title
Proposed authors’ names and affiliations and contact details
Manuscripts should not normally exceed 8000 words, excluding references. All contributions should be prepared following the Linguistics and Education Guide for Authors. All submissions will go through the usual process of double-anonymous peer review. The editors will select articles for the special issue based on their academic merit, quality and overall coverage of the theme of the special section.
Inquiries may be sent to the corresponding Guest Editor: Natasha Anne Rappa n.rappa@murdoch.edu.au.
Important Dates
Abstract submission emailed to corresponding Guest Editor: 1st November 2024
Notification of abstract submission: 2nd December 2024
Full manuscript submission: 7th April 2025
Final manuscript acceptances: 6th October 2025
Articles published online once production is completed and authors complete proof checks
Issue Publication: June 2026
For further information, or to submit an abstract, please email Natasha Anne Rappa N.Rappa@murdoch.edu.au
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