Alicante Journal of English Studies / Revista Alicantina de Estudios Ingleses (RAEI) invites contributions to a special issue to be published in July 2027. The title of the dossier will be “Immersive and Intelligent Tools in EFL Education: Innovation, Impact, and Critical Perspectives” and will be coordinated by Jose Belda-Medina (University of Alicante, Spain) and Víctor Marrahí-Gómez (Francisco de Vitoria University, Spain).

1 SUBMISSION DETAILS

The deadline for completed manuscripts is 15 January 2027. These should be sent via the RAEI website, in the Special Issue 2027 section, following the guidelines for authors.

2 ABSTRACT

The integration of immersive and intelligent technologies has emerged as a central topic of research in English Studies in recent years (Belda-Medina & Calvo-Ferrer, 2022; Hwang & Chien, 2022; Jiang, 2022; Son et al., 2025; Xinyi Huang et al., 2023). Augmented and Virtual Reality (AR/VR), Artificial Intelligence (AI) systems, Generative AI (GenAI), chatbots, and adaptive language learning platforms, among others, have broadened the methodological possibilities of English learning. Such developments may be seen as contributing to a paradigm shift in English learning itself, fostering more dynamic, learner-centred approaches that emphasise interaction, personalisation, contextualised learning and continuous feedback (El Shazly, 2021; Hwang & Chien, 2022; Rusmiyanto et al., 2023; Wei, 2023).

The Alicante Journal of English Studies invites submissions for a special issue on immersive and intelligent technologies in English language education. Recent developments in Augmented and Virtual Reality (AR/VR), Artificial Intelligence (AI), Generative AI (GenAI), chatbots, and adaptive learning platforms are reshaping teaching methodologies and learner experiences across English Studies and Applied Linguistics.

This special issue addresses pedagogical innovation while encouraging critical reflection on the broader implications of immersive and intelligent technologies in education. These tools enhance interaction and personalisation but also raise concerns about access, privacy, bias, and the role of human interaction.

We welcome theoretical, empirical, and critical contributions on their impact in English language learning and teaching. Topics may include, but are not limited to:

• Intelligent tutoring systems and adaptive learning environments in EFL/ESL
• Immersive storytelling, virtual worlds, and game-based learning
• AI-driven assessment and feedback in speaking and writing
• Chatbot-assisted learning and conversational agents
• Learner agency, motivation, and identity in intelligent and immersive contexts
• Critical perspectives on ethics, bias, and data privacy in AI-mediated education
• Teacher training and pedagogical knowledge for technology integration
• AR/VR applications in EFL
• Generative AI in language teaching
• Technology-enhanced language learning

3 KEYWORDS

Immersive learning; Artificial Intelligence (AI); Generative AI (GenAI); Augmented Reality (AR); Virtual Reality (VR); English as a Foreign Language (EFL); English language education; Chatbots; Adaptive learning; Educational technology.

4 RELEVANT BIBLIOGRAPHY

Belda-Medina, J., & Calvo-Ferrer, J. R. (2022). Using Chatbots as AI Conversational Partners in Language Learning. Applied Sciences, 12(17), 8427. https://doi.org/10.3390/app12178427

Belda-Medina,J., & Kokošková, V. (2023). Integrating chatbots in education: Insights from the Chatbot-Human Interaction Satisfaction Model (CHISM). International Journal of Educational Technology in Higher Education, 20(1), 62. https://doi.org/10.1186/s41239-023-00432-3

El Shazly, R. (2021). Effects of artificial intelligence on English speaking anxiety and speaking performance: A case study. Expert Systems, 38(3), e12667. https://doi.org/10.1111/exsy.12667

Hockly, N. (2023). Artificial Intelligence in English Language Teaching: The Good, the Bad and the Ugly. RELC Journal, 54(2), 445–451. https://doi.org/10.1177/00336882231168504

Hwang, G.-J., & Chien, S.-Y. (2022). Definition, roles, and potential research issues of the metaverse in education: An artificial intelligence perspective. Computers and Education: Artificial Intelligence, 3, 100082. https://doi.org/10.1016/j.caeai.2022.100082

Jiang, R. (2022). How does artificial intelligence empower EFL teaching and learning nowadays? A review on artificial intelligence in the EFL context. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1049401

Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The Role of Artificial Intelligence (AI) In Developing English Language Learner’s Communication Skills. Journal on Education, 6(1), 750–757. https://doi.org/10.31004/joe.v6i1.2990

Son, J.-B., Ružić, N. K., & Philpott, A. (2025). Artificial intelligence technologies and applications for language learning and teaching. Journal of China Computer-Assisted Language Learning, 5(1), 94–112. https://doi.org/10.1515/jccall-2023-0015

Wei, L. (2023). Artificial intelligence in language instruction: Impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1261955

Xinyi Huang, Di Zou, Gary Cheng, Xieling Chen, & Haoran Xie. (2023). Trends, Research Issues and Applications of Artificial Intelligence in Language Education. Educational Technology & Society. https://doi.org/10.30191/ETS.202301_26(1).0009

Zhai, C., & Wibowo, S. (2023). A systematic review on artificial intelligence dialogue systems for enhancing English as foreign language students’ interactional competence in the university. Computers and Education: Artificial Intelligence, 4, 100134. https://doi.org/10.1016/j.caeai.2023.100134