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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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