Guest Editors:
Glenn Stockwell - The Education University of Hong Kong, Hong Kong
Dara Tafazoli - The University of Newcastle, Australia
This Special Issue (SI) focuses on the transformative role of Generative Artificial Intelligence (GenAI) in reshaping pedagogy, assessment, feedback, and professional practices within English Medium Instruction (EMI) contexts.
This special issue seeks to bring together research at the intersection of generative AI and L2 listening. The aim is to advance a more coherent and evidence-based understanding of how GenAI can support listening development across diverse contexts, learner populations, and instructional approaches.
A note on article page numbering:
From 2024, this journal has moved to a continuous online publication model. This means that the article can be published quickly after it has been accepted without waiting for the next issue, typically within 7-10 days after acceptance. To streamline this process, we have opted to use the article reference number for the page numbers in the recommended citation. Articles will retain page numbers, but they will all commence from page 1 to avoid the potential of errors with articles from the same issue going through production simultaneously, meaning the article reference number is used to identify articles within an issue rather than the page numbers.