TL;DR
It is argued that platformization in Brazilian language teacher education is the instantiation of the post-modern bio-cultural age, - a continuation of the modern project of domination that has progressively dismantled relational, emotional, and circular forms of life.
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.
The purpose of the study is the development, theoretical substantiation, and empirical testing of a cognitive-digital model for teaching foreign language phraseology. This model is based on the integration of metaphorical modeling, generative artificial intelligence (AI), and virtual reality (VR). It aims to overcome the cognitive gap between the form and the culturally determined meaning of set expressions, which poses a significant challenge for learners. The research was carried out on the example of Spanish idioms in a university classroom. Materials and methods. The theoretical foundation is a synthesis of cognitive linguistics (conceptual metaphor theory), principles of embodied cognition, and social constructivism. A four-stage methodological model was developed, including: 1) semantic-cultural deconstruction using generative AI (ChatGPT-4, DeepSeek) and specialized prompt templates; 2) immersive visualization of the historical-cultural context in accessible VR environments (CoSpaces Edu, Google Cardboard); 3) contextualized practice of idiom usage with adaptive AI tools (Character.AI for dialogues, DeepL Write for text analysis, ELSA Speak for phonetic practice); 4) socioreflective transfer through a theatrical method with digital reflection tools (Padlet, Mentimeter). Empirical testing was conducted via a pedagogical experiment involving 60 A2-level linguistics students divided into control and experimental groups. Methods included preand post-testing, comparative and correlation analysis, qualitative analysis of the digital footprint (logs of interaction with AI and VR), expert assessment of video recordings of theatrical performances, and data triangulation. Results. A statistically significant superiority of the experimental group over the control group was established across all measured parameters: recognition and understanding of idioms (p < 0.001, Cohen’s effect size d = 1.80), pragmatic choice of appropriate usage (p < 0.001, d = 1.45), and, especially, the task of explaining the conceptual foundations of idioms (p < 0.001, d = 2.30). Qualitative analysis revealed positive correlations between the structure of AI prompts (r = 0.65), active exploratory behavior in the VR environment (r = 0.71), and the depth of competence, facilitating a shift from rote memorization to meaningful mastery of phraseology. Conclusion. The proposed cognitive-digital model, which implements a sequential integration of metaphorical modeling, generative AI, and VR, is an effective tool for the deep acquisition of foreign language phraseology, as demonstrated by the example of Spanish. The scientific novelty lies in the theoretical and methodological synthesis of cognitive linguistics and digital pedagogy, as well as in the development of a comprehensive assessment model based on data triangulation. The practical significance consists in creating teaching modules, prompt templates, and VR scenarios adapted for A2–B1 levels, ready for the implementation in university practice. The identified limitations (digital fatigue, dependence on prompt quality) indicate the need for pedagogical support and preliminary development of AI interaction skills. Research prospects are associated with the development of an integrated software platform, adaptation of the model for other languages, and an in-depth study of digital load optimization.
This study addresses the need to understand educational well-being in the context of digital transformation, where learning extends beyond conventional classroom formats. The social significance lies in identifying conditions that support students’ psychological comfort and engagement in both human- and technology-mediated settings. The aim is to reconstruct students’ subjective representations of a comfortable learning environment. The methodology combines qualitative content analysis with a psycholinguistic approach, focusing on markers of interaction (e.g., pronominal framing, modality). The empirical material consists of two corpora of essays describing an “ideal” and an “uncomfortable” lesson. Deductive and inductive coding procedures were applied, with particular attention to the parameter of reflected subjectness and the degree of dialogicity within student–teacher–AI configurations. The results indicate that the perception of an ideal lesson prioritizes psychological safety, predictability, dialogic interaction. In contrast, uncomfortable learning is associated with stress, threat of evaluation, disrupted group dynamics. Positive scenarios are characterized by inclusive pronouns (“we”) and permissive modality (“can”); negative scenarios imply individualization (“I”) and prohibitive expressions (“must,” “cannot”). The teacher seems a key regulator of both comfort and threat; despite being explicitly prompted in the task, references to AI-agents remain peripheral, suggesting that transition to a triadic “creative partnership” model is not yet fully internalized and continues to rely on the teacher as the primary source of psychological safety. The findings can be applied in developing supportive learning environments and pedagogical models of creative partnership. Psycholinguistic markers provide a sensitive instrument for diagnosing well-being in new learning formats, identifying the psychological and interactional conditions to make a shift from teacher-centered regulation to creative partnerships with AI psychologically viable.
This paper examines the transformation of English language and literary studies within the framework of Digital Humanities, focusing on the impact of digital communication and Artificial Intelligence (AI) on language practices, authorship, pedagogy, and professional pathways. It argues that contemporary linguistic environments—shaped by social media, multimodal communication, and AI-driven language tools—have fundamentally redefined the nature of language and writing. Drawing on sociolinguistic and multimodal frameworks, the study explores linguistic innovation, hybridity, and code-mixing in multilingual contexts such as India, where practices like Hinglish, emoji use, and platform-specific discourse reshape communicative norms. The paper further analyses AI technologies, including grammar checkers, predictive text systems, and generative tools such as ChatGPT, demonstrating how writing shifts from a cognitive process of composition to one of prompting, generation, and curation. Engaging with the work of David Crystal and Naomi S. Baron, it highlights both the creative adaptability of digital language and the risks of reduced cognitive engagement. The paper proposes prompt engineering as a new form of academic literacy and argues for a pedagogical shift that integrates multimodal analysis, AI-assisted writing, and structured prompt design. It further demonstrates how these transformations open new career pathways in corporate and technology-driven environments, necessitating curriculum redesign and practice-oriented instruction. Ultimately, the paper positions AI as a transformative force that requires new models of language education aligned with both intellectual and professional futures.
The article substantiates and evaluates an approach to the use of contemporary dramatic texts in teaching Ukrainian as a foreign language. The research was carried out within the framework of an international educational collaboration between Ternopil Ivan Puluj National Technical University and Dartmouth College (USA). The aim of the study is to demonstrate the effectiveness of performative practices in working with plays for the development of students’ communicative and intercultural competences. The focus of the research is the process of learning Ukrainian as a foreign language and deepening intercultural exchange through tandem learning. The study examines an integrated methodology for working with contemporary drama that combines reading, translation, interpretation, and staged performance. In this approach, Artem Lebediev’s Vertep. Chronicles of War and Maryna Smilianets’s Prayer for Elvis become a platform for intercultural interaction and mutual language enrichment. The research is based on the concepts of performative pedagogy and embodied cognition. The study applies linguocultural, hermeneutic, comparative-typological, and translation analysis. Through pedagogical observation and the action research method, the authors tested a six-stage tandem-learning model aimed at developing connected speech and lowering students’ affective filter (speech anxiety). The study demonstrates that dramatic texts, functioning as a kind of “protective mask” for the character, create a safe environment for empathetic engagement with the difficult realities of war. The practical value of the research lies in the possibility of adapting the proposed algorithm to teaching Ukrainian as a foreign language at different proficiency levels. Prospects for further research include expanding the corpus of dramatic texts and integrating digital tools into performative learning practices.
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.