AL Forum, December 2025
Letter From the Editors
Andy Jiahao Liu, University of Iowa, Iowa City, IA, USA
Curtis Green-Eneix, University of Nottingham Ningbo China, Ningbo, Zhejiang, China
Letter from the Chair
Miriam Moore, University of North Georgia, Gainesville, Georgia, USA
Letter from the Chair-Elect
Andreea Cervatiuc, University of British Columbia, Vancouver, BC, Canada
“Hey Guys!” The Importance of Teaching Gendered Language Use in English Language Teaching
Jennifer Marshall, University of Derby, Derby, United Kingdom
The word guy traces back to Guy Fawkes of the 1605 Gunpowder Plot and originally referred to men like bloke or chap. Yet today, it is used for all genders, raising questions about inclusivity. This article explores inclusive language use, arguing from a feminist perspective why guy, despite its controversy, merits discussion in the English Language Teaching (ELT) curriculum.
Cognitive Approaches to Pedagogical Grammar of English
Tsun Sing Hung, Lingnan University, Hong Kong SAR, China
This article discusses several pedagogical applications of cognitive linguistics, a school of thought that emphasizes the mapping between form (structure) and function (purpose), in the teaching of English grammar to second language (L2) learners. Three notoriously difficult aspects of English grammar (i.e., prepositions, modal verbs, and conditionals) are addressed through elementary approaches to cognitive semantic and grammatical analyses.
Machines In the Middle: A Review of Exploring AI in Applied Linguistics
Olesia Pavlenko, University of New Hampshire, New Hampshire, USA
As AI shifts from a novelty to a necessity in language classrooms, a crucial question arises: how can its use be guided to support meaningful learning rather than undermine it? This review focuses on Chapelle et al.’s (2024) Exploring AI in Applied Linguistics. Drawing on a selection of chapters, I examine how the volume addresses the automation of assessment, the evolving agency of learners, and the role of teachers in adapting to these changes, while reflecting on how pedagogy can remain central in an educational landscape increasingly influenced by AI.