Artificial Intelligence in Language Education
Perspectives from Iran
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Beschreibung
Artificial Intelligence in Language Education: Perspectives from Iran explores how AI is used, interpreted, and debated in English language education within one of the world’s most digitally constrained EFL contexts. The volume brings together conceptual, empirical, classroom-based, and review-driven studies to examine AI-mediated language education amid sanctions, platform restrictions, internet filtering, uneven connectivity, assessment pressures, and institutional uncertainty.
Rather than treating AI as either a universal solution or an inherent threat, the book asks under what conditions it becomes pedagogically meaningful, equitable, and responsible. The chapters address critical AI literacy, AI in teacher education, peer coaching, teacher reflection and well-being, writing feedback, speaking and pronunciation development, linguistic norms, and emerging research trends in Iranian EFL.
The volume presents AI not as a neutral tool, but as a force shaping feedback, learner agency, teacher labour, assessment, creativity, and educational access. It highlights both the promise and the risks of AI, including inequity, dependency, bias, privacy concerns, and uneven access.
By placing Iran at the centre of analysis, this book offers a context-sensitive account of AI in language education with relevance far beyond a single national setting. It is valuable to researchers, teacher educators, postgraduate students, policymakers, and ELT professionals across applied linguistics, TESOL, CALL, educational technology, and AI ethics.
Artificial Intelligence in Language Education: Perspectives from Iran explores how AI is used, interpreted, and debated in English language education within one of the world’s most digitally constrained EFL contexts. The volume brings together conceptual, empirical, classroom-based, and review-driven studies to examine AI-mediated language education amid sanctions, platform restrictions, internet filtering, uneven connectivity, assessment pressures, and institutional uncertainty. Rather than treating AI as either a universal solution or an inherent threat, the book asks under what conditions it becomes pedagogically meaningful, equitable, and responsible. The chapters address critical AI literacy, AI in teacher education, peer coaching, teacher reflection and well-being, writing feedback, speaking and pronunciation development, linguistic norms, and emerging research trends in Iranian EFL. The volume presents AI not as a neutral tool, but as a force shaping feedback, learner agency, teacher labour, assessment, creativity, and educational access. It highlights both the promise and the risks of AI, including inequity, dependency, bias, privacy concerns, and uneven access.
By placing Iran at the centre of analysis, this book offers a context-sensitive account of AI in language education with relevance far beyond a single national setting. It is valuable to researchers, teacher educators, postgraduate students, policymakers, and ELT professionals across applied linguistics, TESOL, CALL, educational technology, and AI ethics.
Examines AI in Iranian language education across pedagogy, assessment, access and policy Connects generative AI, teacher development, and feedback in constrained EFL settings Shows how sanctions, filtering, and inequity shape AI use in language education
Autor*in
Dara Tafazoli
Themen in »Artificial Intelligence in Language Education«
Artificial intelligence in Iranian language education Generative AI applications in EFL teaching Digital inequity and sanctions in language learning AI integration in under-resourced educational contexts Critical AI literacy in multilingual education Native-speakerism and AI in language teaching