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 //SXPUN9
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UID:pretalx-athens-2026-SXPUN9@conference-hub.linguistic-society.com
DTSTART:20260423T134500Z
DTEND:20260423T140000Z
DESCRIPTION:Abstract\nThe 21st century has marked an era of unprecedented t
 echnological advancement\; the rapid integration of\nArtificial Intelligen
 ce (AI) into our daily life as well as into the educational and communicat
 ive practices\nrepresents one of the most significant transformations of t
 he twenty-first century. Various tools\, grammar\ncheckers\, translation s
 ystems and conversational agents that are based on AI\, are now deeply emb
 edded in\nlanguage learning environments\, particularly within English as 
 a Medium of Instruction (EMI) and English as\na Second Language (ESL). Whi
 le these technologies offer important pedagogical benefits\, their pervasi
 ve use\nraises critical concerns regarding long-term sociolinguistic\, pra
 gmatic\, cognitive and identity-related\nconsequences.\nThis interdiscipli
 nary research investigates how AI reshapes students’ writing and speakin
 g practices\,\nfocusing on sociolinguistic behavior\, pragmatic competence
 \, academic reasoning\, critical thinking and linguistic\nidentity.\nThe s
 tudy aims to examine how reliance on AI-mediated communication influences 
 spontaneous language\nproduction\, interaction patterns and students’ wi
 llingness to take linguistic risks. It explores how the constant\nAI use m
 ay affect authentic face-to-face communicative engagement and social inter
 action and how it might\nundermine critical thinking. Particular attention
  is paid to pragmatic competence\, including the comprehension\nand produc
 tion of implicatures\, presuppositions\, speech acts and culturally approp
 riate discourse\, as well as the\ninterpretation and development of non- v
 erbal communication skills. Additionally\, the research addresses the\nris
 k of linguistic homogenization\, investigating how AI-generated language m
 ay threaten individual voice\,\nstylistic variation and the preservation o
 f learners’ unique linguistic and cultural identities.\nMethodologically
 \, the project will adopt a mixed-method\, an interdisciplinary framework 
 that integrates\ntheoretical and empirical approaches. A systematic litera
 ture review grounded in sociolinguistics\, pragmatics\,\napplied linguisti
 cs\, pedagogy and language processing will establish the theoretical found
 ation. Empirically\, the\nresearch will involve quantitative statistical a
 nalysis combined with qualitative discourse analysis. This\ncomprehensive 
 methodology enables the identification of linguistic\, pragmatic and cogni
 tive changes that are\nassociated with AI.\nThe research will provide theo
 retical grounding\, as well as corpus development\, followed by empirical\
 nresearch and data collection and will conclude with an in-depth examinati
 on of contemporary Natural Language\nProcessing (NLP) and Large Language M
 odels (LLMs). This final phase will ensure that pedagogical insights\nand 
 analytical conclusions reflect the most current developments in AI technol
 ogy.\nThe expected outcomes will include a detailed mapping of AI’s impa
 ct on writing and speaking practices\,\nwith particular attention to how A
 I-mediated communication shapes learners’ critical language identities i
 n EMI\nand ESL contexts. The study will identify cognitive\, socio-pragmat
 ic and identity-related risks associated with\nAI use\, alongside the gene
 ration of original empirical data. By bridging theory\, empirical evidence
 \, pedagogy\nand critical language identity\, this research will make a si
 gnificant contribution to sociolinguistic and pragmatic\ntheory while offe
 ring practical frameworks for the responsible and reflexive integration of
  AI in EMI and ESL\neducation.
DTSTAMP:20260419T081609Z
LOCATION:Online Session
SUMMARY:AI-Mediated Communication and Language Development: Sociolinguistic
 \, Pragmatic and Pedagogical Risks and Implications for EMI and ESL Educat
 ion - Elina Stepanyan
URL:https://conference-hub.linguistic-society.com/athens-2026/talk/SXPUN9/
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