A Theory-Informed Framework for Selecting AI Tools in Language Teaching
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| Title: | A Theory-Informed Framework for Selecting AI Tools in Language Teaching |
|---|---|
| Language: | English |
| Authors: | Xuanxuan Zhou (ORCID |
| Source: | International Journal of Technology in Education. 2026 9(1):208-222. |
| Availability: | International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Artificial Intelligence, Educational Technology, Technology Uses in Education, Decision Making, Second Language Instruction, Communicative Competence (Languages), Pedagogical Content Knowledge, Technological Literacy, Usability, Value Judgment, Computer Assisted Instruction |
| ISSN: | 2689-2758 |
| Abstract: | The revolutionary progress of Artificial Intelligence (AI) is redefining educational technology, enabling innovative approaches to education. However, the absence of a theory-informed support for selecting AI tools has raised concerns about instructional consistency and quality in language teaching. To address this gap, this study proposes an AI Tool Selection (ATS) Framework to guide educators in choosing AI tools for effective language teaching. To ensure theoretical rigor, the proposed framework synthesizes insights from nine established theories across three interrelated components: Pedagogical Alignment, informed by CLT, CALL, and SLA; Technological Integration, drawing on SAMR, TPACK, and HCI; and Adoption and Usability, grounded in TAM, Sociocultural Theory and DOI. Each component is defined by three clear indicators and guiding questions that prompt informed, context-sensitive decisions in AI tool selection. Overall, the conceived ATS Framework advances AI tool selection in language teaching by offering operational practicality, theoretical depth, and ethical-contextual sensitivity, ensuring that decisions are actionable, conceptually grounded, and culturally responsible. Future research should empirically validate and refine the framework across diverse educational and cultural contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494098 |
| Database: | ERIC |
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