CALL FOR A SPECIAL ISSUE ON THE USE OF ARTIFICIAL INTELLIGENCE & IMMERSIVE TECHNOLOGIES IN LANGUAGE TEACHING & LEARNING

The aim of foreign language learning is to enable individuals communicate with others from different cultures, to facilitate individuals’ interaction and understanding each other (Yashima, Zenuk‐nishide, & Shimizu, 2004). Artificial Intelligent and Immersive technologies enable language learners the opportunity of authentic language practice in a real or almost real environment.

 

Artificial Intelligence

Artificial intelligence is the ability to fulfill the tasks of higher mental processes such as reasoning, deduction, generalization  and learning from past experience which are usually indicated as the humanoid qualities of a computer or computer controlled machine (Vasif, 2005). Artificial intelligence systems can be considered human-like (thinking) systems and logical-thinking systems (Russell & Norvig, 2016). Artificial intelligence should be able to;

1- Solve complex problems by imitating human thinking,

2- Respond to any person by commenting on any situation

3- Develop/enhance one’s expertise by learning (Vasif, 2005).

 

Immersive Technologies

Immersive Technologies are the  digital and simulated technologies that enable users to see the real world from an extended perspective by creating a surrounding sensory feeling, thereby creating a sense of immersion. While in some types of Immersive Technologies (XR and VR  etc.), users are immersed in a complete syntactic environment, in some others (AR, MR etc.) users are transferred into an extended reality. These technologies attempt to mimic a physical world through a digital or simulated world by creating a sense of surrounding sense thus a feeling of immersion. Immersive technologies integrate virtual content with the physical environment in a way that allows users to engage naturally with the blended reality.  In an immersive experience, users accept virtual elements of their environment as part of the whole, potentially becoming less conscious that those elements are not part of physical reality. The articles in this special issue are expected to fulfill the high quality requirements and include all aspects of philosophical quality, such as originality, significance, soundness of argumentation, and correctness in all dealings with empirical subject-matter. Topics of interest include, but are not limited to, the following:

  • Novel Immersive techniques and devices used for Language Teaching/Learning
  • Physiological and psychological impacts of AI and Immersive Tech-Based Language Learning Systems
  • Artificial Intelligence & Immersive Tech-supported language teaching materials’ design and development
  • Integration of Artificial Intelligence & Immersive Technologies into traditional language teaching/learning environments
  • Artificial Intelligence & Immersive Technologies used for Assessment and to evaluate students’ achievement in a language learning environment
  • Perception, presence, and cognition in AI and Immersive Tech-Based Language Learning Systems in collaborative spaces
  • Physiological and psychological impacts of AI and Immersive Tech-Based Language Learning Systems
  • Ergonomic design of AI and Immersive Tech-Based Language Learning Systems
  • The analysis of AI and Immersive Tech-Based Language Learning Systems from the perspective of  Human Computer Interaction
  • Use of multimedia for language teaching via AI and Immersive Technologies

Authors are invited to submit the abstracts of original and unpublished papers. All submissions will be judged on originality, significance, and relevance to the topics of interest. We are negotiating with a peer-reviewed, SSCI indexed journal for a special issue at the moment. The editor of the  journal would like to see the abstracts at this point. If you are interested in this special issue please send your abstracts to letinrd@gmail.com by August, 31th at the latest.