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Continue reading →: Operationalising AI Literacy in Teacher Education:
Re-Theorising Professional Competence Under Conditions of Algorithmic Mediation 1. Introduction: Beyond Instrumental AI Literacy Calls for “AI literacy” in teacher education have proliferated rapidly following the emergence of generative large language models (LLMs). However, much of the discourse remains instrumentally framed: teacher trainees are expected to learn how to use…
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Continue reading →: Construct Validity in the Age of Fluent Machines
Re-Theorising Writing Ability Under Conditions of Algorithmic Co-Production 1. The Destabilisation of the Writing Construct The rapid diffusion of large language models (LLMs) into educational contexts has generated widespread discussion about academic integrity, authorship, and pedagogy. Yet beneath these surface concerns lies a more foundational epistemic disruption: the destabilisation of…
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Continue reading →: Algorithmic Normativity and the Standardisation of Voice
Do Large Language Models Flatten Rhetorical Diversity in EFL Writing? 1. From Fluency to Norm Production The rapid adoption of large language models (LLMs) in L2 writing pedagogy has largely been framed as a technological enhancement of feedback efficiency and linguistic precision. Yet such framings underestimate the epistemic function of…
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Continue reading →: From Scaffolding to Substitution: When Mediation Collapses in AI-Supported Writing
Reinterpreting the Zone of Proximal Development Under Algorithmic Conditions 1. The Problem of Invisible Replacement The incorporation of generative artificial intelligence into L2 writing instruction is typically articulated through a discourse of pedagogical enhancement: AI is said to assist, augment, scaffold, and optimise. Such terminology, while reassuring, may obscure a…
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Continue reading →: AI Feedback and the Affective Dimension of Writing
Confidence, Anxiety, and Identity in the Age of Hyper-Fluent Correction 1. The Missing Variable in AI Feedback Discourse The rapid integration of generative artificial intelligence (GenAI), particularly large language models (LLMs), into L2 writing classrooms has generated sustained debate around accuracy, validity, authorship, and assessment integrity. Yet one dimension remains…
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Continue reading →: Prompting as Pedagogy: The Rise of Interactional Writing Instruction
Why prompt design is not a technical skill, but an emergent genre of teaching and learning The rapid integration of generative artificial intelligence (GenAI) into language education has brought the practice of prompting to the centre of contemporary writing pedagogy. While prompting is often framed as a technical means of…
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Continue reading →: From Feedback to Feedforward: Designing AI-Mediated Revision Ecologies in L2 Writing
GenAI feedback is not inherently formative. This article reframes AI-supported writing as a revision ecology, arguing for teacher-designed protocols that protect learner agency, uptake, and epistemic responsibility.
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Continue reading →: Generative AI and the Changing Role of the English Language Teacher
From content delivery to epistemic stewardship, design, and ethical mediation Why “the teacher’s role” is the wrong starting point The rapid mainstreaming of generative artificial intelligence (GenAI), particularly large language models (LLMs), has intensified a long-standing question in language education: what is the role of the teacher when explanations, examples,…
The Meta Linguist
The Meta Linguist is a professional space for English language educators, teacher trainers, and researchers engaging with language teaching at its deepest level. The blog explores the intersections of applied linguistics, corpus-informed pedagogy, and emerging technologies shaping contemporary ELT. With a particular focus on teacher education, writing development, and GenAI-mediated feedback practices, it foregrounds principled, research-informed approaches beyond prescriptive methodology. Designed for CELTA tutors, MA students, and doctoral scholars, The Meta Linguist invites critical reflection on how language, learning, and pedagogy are being reconfigured in an evolving educational landscape.
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