Vol. 2 No. 4 (2025): AI-Driven Personalization & "Cyborg" Pedagogy

Building on the thematic foundation of the International Journal of Language Studies (IJLS), this issue, titled The Hybrid Frontier: AI-Driven Personalization and "Cyborg" Pedagogy, investigates the transformative integration of artificial intelligence within the linguistic landscape. This volume explores how the synthesis of human intuition and algorithmic precision is redefining the boundaries of the "classroom." Key themes include the development of adaptive learning ecosystems that respond to individual learner neurodiversity, the ethical implications of AI-mediated communication, and the shift toward augmented teaching roles where educators function as "co-pilots" alongside generative tools. Through a lens of digital equity and cognitive science, the contributors analyze how "cyborg" pedagogy can enhance linguistic agency while addressing the challenges of data privacy and algorithmic bias. By bridging technical innovation with sociocultural theory, this issue provides a critical roadmap for navigating the future of language acquisition in an increasingly automated world.

DOI: https://doi.org/10.60087/ijls.v2.n4
Published: 2025-12-25

Articles

  • Exploring the Role of Self-Directed Learning in the Development of Lifelong Learning Competences among English Studies Students

    Uyen Tran Ho Phuong (Author)
    1-14
    DOI: https://doi.org/10.60087/ijls.v2.n4.001

  • Motivational Strategies for Reducing Oral Presentation Anxiety among EFL University Students: A Mixed-Methods Study

    My Truong Thi Trieu (Author)
    15-23
    DOI: https://doi.org/10.60087/ijls.v2.n4.002

  • Exploring app-based autonomous English vocabulary learning: strategies, motivation and challenges among Vietnamese learners

    Thuong Bui Thi Mong (Author)
    24-31
    DOI: https://doi.org/10.60087/ijls.v2.n4.003

  • Reconceptualizing Dictation-Based Listening for Young EFL Learners: A Cognitive–Phonological Perspective

    Kim Anh Huynh Thi (Author)
    32-41
    DOI: https://doi.org/10.60087/ijls.v2.n4.004

  • An acoustic analysis of English-majored students’ errors in pronouncing plural nouns and third-person singular simple-present verbs: A case study

    Phuong Nhi Le, Minh Thanh To (Author)
    42-53
    DOI: https://doi.org/10.60087/ijls.v2.n4.005

  • A CONTRASTIVE STUDY OF THEMATIC PROGRESSION IN ACADEMIC ESSAYS WRITTEN BY ENGLISH MAJORS AND IELTS CANDIDATES

    Nguyen Thi Trung (Author)
    54-60
    DOI: https://doi.org/10.60087/ijls.v2.n4.006

  • Listening Anxiety as a Disruption of Real-Time Processing in EFL Learning

    Huynh Thi Kim Anh (Author)
    61-69
    DOI: https://doi.org/10.60087/ijls.v2.n4.007