educational-innovation
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- PaperOpenAlex — TESOL research22 Jul 2026
THE TRANSFORMATIVE ROLE OF ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TEACHING
Madaminova, Nargizaxon Jahongir qizi,
AI integration in English Language Teaching is shifting pedagogical practice toward personalized learning and data-informed curricula. The teacher's role is redefined rather than replaced, requiring new literacies for both teachers and learners. Key challenges and opportunities are identified through thematic analysis of current discourse.
Original abstract
The integration of artificial intelligence (AI) into English Language Teaching (ELT) signifiesa critical evolution in both pedagogical practice and instructional design. As AI technologiesrapidly develop and become widely accessible, educators and researchers are reevaluating thefoundational components of language instruction, including curriculum development, learnerassessment, teacher responsibilities, and communicative goals. This article explores themedium-term implications of AI in ELT, identifying key challenges and opportunities arisingfrom its implementation. A thematic analysis of current discourse in the field reveals a shifttoward personalized learning, data-informed curricula, and the need for new literacies amongboth teachers and learners. The findings suggest that AI will not replace traditional instructionbut rather redefine the teacher's role and reshape learning objectives.
- PaperComputers & Education27 Jun 2026
Fostering digital confidence and collaborative creativity in pre-service teachers: Evaluating change through a convergence, divergence, and synergy lens
Mariam Osama Abdelkader, Jeya Amantha Kumar, Sharifah Osman, Scott Schopieray
This study evaluated changes in pre-service teachers' digital confidence and collaborative creativity using a convergence, divergence, and synergy framework.
- PaperETS Research Report Series30 Jan 2026
A Preliminary Research and Evaluation Agenda for Personalized Assessment in the Service of Equity
Randy Bennett, Jesse Sparks, Burcu Arslan, Blair Lehman et al.
This research memorandum outlines a preliminary research and evaluation agenda for personalized assessments designed to account for individuals' social, cultural, and other relevant characteristics across diverse assessment contexts, including school accountability, admissions, and certification. The agenda aims to guide theoretical and empirical work needed to develop such assessments and to establish criteria for evaluating their effectiveness in promoting equity.
Original abstract
This research memorandum describes a preliminary research and evaluation agenda for personalized assessments, where such assessments are intended to be attuned to the social, cultural, and other relevant characteristics of individuals and the contexts from which they come. The agenda targets the full range of assessment uses—school accountability, national and international assessment, admissions, certification and licensure, and instructional planning. The purposes of the agenda are to guide the theoretical and empirical research and development needed to create personalized assessments and to suggest a means for judging the effectiveness of those instruments. Suggested citation: Bennett, R. E., Sparks, J. R., Arslan, B., Lehman, B., Sinharay, S., & Zapata-Rivera, D. (2025). A preliminary research and evaluation agenda for personalized assessment in the service of equity (Research Memorandum No. RM-26-01). ETS. https://doi.org/10.64634/wjv5e895