All Journals

Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

This article reconceptualizes bias in generative artificial intelligence (GenAI) as a sociotechnical and pedagogical phenomenon rather than merely a technical flaw to be mitigated. Drawing on critical language awareness, critical applied linguistics, Global Englishes scholarship, and emerging research on AI-mediated language learning, it examines how bias is shaped by training data, language ideologies, institutional priorities, user practices, and broader social inequalities. In TESOL contexts, GenAI may privilege standardized English norms, marginalize linguistic diversity, reproduce culturally narrow representations, and weaken learner agency when its outputs are accepted uncritically. However, we argue that biased AI outputs can also serve as pedagogical artifacts for examining language, culture, identity, and power. To explain this potential, we propose the Pedagogical Transformation Framework of AI Bias, which conceptualizes learners&rsquo; movement from invisible bias to critical AI literacy through five stages: invisible bias, bias recognition, critical interrogation, transformative engagement, and critical AI literacy. From this perspective, we discuss its applications in writing, communication, intercultural learning, and assessment, while highlighting the central role of teacher agency and ethical safeguards. It concludes that the educational significance of AI bias depends not only on its presence but on how teachers and learners critically engage with and transform the assumptions embedded in AI-generated discourse.

ltrq.2026.56.04.pdf

Perspective Article

ltrq.2026.56.04.xml

Reframing Generative AI Bias as a Pedagogical Artifact for Critical AI Literacy in TESOL: A Conceptual Framework and Research Agenda

This paper explores the transformative potential of integrating generative artificial intelligence (AI) technologies, particularly ChatGPT, into second language (L2) writing pedagogy. The paper begins by examining the evolution of L2 writing pedagogy and highlighting the strengths and limitations of each. It then discusses the integration of ChatGPT into eight stages of the writing process, such as preparation, modeling, planning, and collaborative writing, emphasizing the importance of ethical and responsible use of AI. Key challenges, including over-reliance on AI, ethical concerns, and privacy issues, are identified, with practical recommendations provided to address these concerns. Theoretical frameworks relevant to AI adoption are also discussed to offer insights into how L2 writing teachers and students might embrace AI tools. The paper concludes with research recommendations to ensure the effective and responsible integration of generative AI into L2 writing instruction.

ltrq.2024.43.03.pdf

Review Article

ltrq.2024.43.03.xml

Leveraging ChatGPT in the Writing Classrooms: Theoretical and Practical insights

Artificial Intelligence and ChatGPT for Language Education: A Research Agenda


Thematic Collection