Jul 2026· Journal of Communication, Language and Culture· Vol 6, pp. 34· 0 citations
TL;DR
Public responses to teacherless classrooms are shaped by specific ideologies of humanity, morality, labour, and educational authority, demonstrating how public responses to teacherless classrooms are shaped by specific ideologies of humanity, morality, labour, and educational authority.
Abstract
The replacement of teachers by artificial intelligence (AI) has become a critical issue in education. While previous research has focused on educators’ and students’ attitudes and perceptions, this study examines public discourse surrounding teacherless classrooms by analysing 122 Thai-language and 286 English-language comments posted in response to news about the UK’s first “teacherless” classroom, a term used in media coverage. This study employs a three-stage approach consisting of sentiment analysis, corpus-assisted thematic analysis, and critical discourse analysis. The results show that “AI Replacing Teachers” was the most discussed theme, while the overall sentiment was predominantly negative, reflecting fears about the loss of human roles in education. Negative discourse was constructed around three main themes, namely “Lack of Humanity and Ethics in AI Teaching,” “Fears of Dystopia,” and “Job Loss and Unemployment.” The themes reveal a dichotomy between “human” and “non-human,” which can be interpreted in relation to van Dijk’s (1998) Ideological Square. While Thai- and English-language comments shared similar concerns, Thai discourse in this dataset was distinctively constructed through cultural notions of spirit and soul, highlighting moral and spiritual values in education. In contrast, English-language comments tended to normalise AI by comparing it to homeschooling, media labs, and online learning tools. The comparison highlights both shared concerns and specific differences. These findings contribute to research on AI in education by demonstrating how public responses to teacherless classrooms are shaped by specific ideologies of humanity, morality, labour, and educational authority.
Public responses to teacherless classrooms are shaped by specific ideologies of humanity, morality, labour, and educational authority, demonstrating how public responses to teacherless classrooms are shaped by specific ideologies of humanity, morality, labour, and educational authority.
Teacher discourse is not only a medium for knowledge transmission but also an important tool for constructing classroom interpersonal relationships. In the context of AI-empowered foreign language teaching, this paper analyzes the classroom discourse of three award-winning teachers from the 2025 FLTRP Star Teacher Contest from the perspectives of mood and modality within Halliday’s interpersonal function theory.The study finds that the three teachers share common features in their use of the mood system: they are adept at using well-structured interrogative mood to guide students‘thinking, employ the first-person plural “we” to shorten the distance between teacher and students, and politely handle the imperative mood to mitigate the directness of instructions. In terms of the modality system, median and low modal value words appear frequently, while high modal value words are used cautiously and point to objective requirements, reflecting a consultative teacher-student relationship. These discourse strategies collectively construct an equal and open classroom interpersonal atmosphere. This study reveals the interpersonal functional characteristics of excellent teachers’ classroom discourse in AI-empowered teaching contexts and provides useful references for pre-service English teachers, particularly English education majors, to reflect on and optimize their own discourse practices.
Wenhuan Sun, Meizhen Liang· Educational and Humanities· 0 citations
It is argued that English language can provide the communicative and terminological foundation for AI literacy, while literature can provide narratives, ethical dilemmas, cultural perspectives, interpretation, critical reading and humanistic reflection through which AI can be understood beyond its technical dimensions.
Dharmeet Singh· International Journal For Mu...· 0 citations
The study concludes that current literature frequently overlooks the practical integration of AI within traditional, human-centric teaching methodologies and recommends a forward-looking research agenda prioritizing longitudinal, mixed-methods studies and the development of balanced pedagogies that harmonize AI innovations with the traditional teacher-student relationships deeply rooted in Thai culture.
Supong Tangkiengsirisin, L. Canh, Sethawut Techasan· LEARN Journal : Language Edu...· 0 citations
The confluence of LLMs, ASR, and the expertise of human teachers has given rise to a new teaching configuration: a human-machine (H-M) dual teacher. The discourse properties of such a teaching configuration have not yet been investigated. In this paper, we review the relevant research on H-M dual teachers in EFL classrooms in Chinese higher education institutions to provide an overview of the discourse properties of such classrooms. Based on metrics of discourse acts, discourse act length, self-repair rate, and lexical complexity, as well as findings from research on ASR, natural language processing, and intelligent tutoring systems, we find that classrooms with H-M dual teachers outperform those with human teachers alone. More specifically, classrooms with H-M dual teachers have up to 85.7% more discourse acts than classrooms with human teachers alone, have 12.6% fewer instances of self-repair than classrooms with human teachers alone, and exhibit effect sizes of d > 2.0 for speaking-related measures. Furthermore, six types of teacher-AI collaboration have been identified within H-M classrooms. Finally, limitations to the current state of H-M classroom implementation are presented and discussed.
Juan Dai, H. Husnin, Aidah Abdul Karim· International journal of com...· 0 citations
Modern foreign language (MFL) teaching is informed by cognitive schemas, ideological discourse and technology-mediated instructional approaches, but these dimensions are often addressed separately. This study set out to explore how cognitive, ideological, and technical architectures affect experiences of language learning in the current digital environment and to advance an integrated model that repurposes language teaching as a multi-layered semiotic system. A mixed-methods design was employed using a tri-varied research framework that combined Cognitive Linguistics Analysis, Critical Discourse Analysis, and Technology-Enhanced Learning. Data were obtained from 120 hours of classroom discourse, 86 teaching materials, and 214 student responses collected between 2024 and 2026. Results reveal that classroom language is influenced by implicit mental schemas, discursive power relations, and algorithmic mediation. Quantitatively, the density of conceptual metaphors in classroom discourse positively correlated with learner understanding (r = .62, p < .05). Teacher explanation, measured by time spent on didactic instruction, decreased student engagement (β = .01), while dialogic discourse, measured by the frequency of teacher-student exchanges, increased engagement (β = .36, p < .05). Conversely, prescribed use of modality showed a negative association with engagement (β = -.29, p < .05). At the qualitative level, modality, transitivity and evaluative language indexed authority and transmitted vertical epistemic relations of knowledge. The AI-mediated feedback also exhibited tendencies toward standardisation; for instance, 83% of non-standard language forms were marked as incorrect. The authors argue that cognitive, ideological and technological dimensions are co-constitutive rather than separate. It has to do with more critical, responsive and equitable language pedagogy.
Iskandarsyah Siregar· Journal of Languages and Lan...· 0 citations