New Publication: Collaboratively Interpreting GenAI Output in Chinese as an Additional Language Classrooms: Creating an AI-mediated Translanguaging Space

[Xinyi Wang]

Dear Members of the SIG,

 

I would like to take this opportunity to share a recently published article that I co-authored with my primary supervisor, Professor Kevin W. H. Tai, and my co-supervisor, Professor Chin-Hsi Lin.

 

The article, titled “Collaboratively interpreting GenAI output in Chinese as an Additional Language classrooms: Creating an AI-mediated translanguaging space,” examines how a Chinese as an Additional Language (CAL) teacher and his students engage with GenAI output in a Hong Kong secondary classroom. Drawing on Multimodal Conversation Analysis and Interpretative Phenomenological Analysis, the study shows how an AI-mediated translanguaging space is constructed through classroom interaction, where the teacher and students collaboratively evaluate and rework AI-generated content. The findings highlight how GenAI output becomes pedagogically meaningful in classroom interaction, as participants draw on multilingual and multimodal resources to evaluate, interpret, and rework AI-generated content.

 

The article is published in Language Learning & Technology and can be accessed through the following link: https://doi.org/10.64152/10125/73703

 

Reference:

Wang, X., Tai, K. W. H., & Lin, C.-H. (2026). Collaboratively interpreting GenAI output in Chinese as an Additional Language classrooms: Creating an AI-mediated translanguaging space. Language Learning & Technology, 30(1), 1–33. https://doi.org/10.64152/10125/73703

 

Best regards,

 

Xinyi Wang

PhD Candidate

Language and Literacy Education

Faculty of Education

The University of Hong Kong

[Alexander Tang]

Aloha e Xinyi:

Congratulations, Xinyi! LLT has never published an article that uses both MCA and IPA before, so this is a huge move for translanguaging research in computer assisted language learning! Thank you, Prof. Tai, and Prof. Lin, again for such a high-quality and excellent contribution to the CALL field.

Mahalo nui loa,

Alex

Alexander F. Tang 鄧富健, M.A., M.Ed.

Doctoral Student, Department of Second Language Studies
Graduate Assistant (Language Learning & Technology Managing Editor), Center for Language & Technology and National Foreign Language Resource Center
College of Arts, Languages, and Letters

University of Hawaiʻi at Mānoa

aft...@hawaii.edu

Pronouns: He/他/佢  (What does this mean?)

https://alexander-f-tang.com/

Language and Education Social Media Co-Editor, 2025–2026

Reading in a Foreign Language Social Media Co-Editor, 2025-2026

American Educational Research Association Second Language Research SIG Graduate Student Board Member, 2026–2027

New/forthcoming publications!

Isbell, D. R., Choe, A. T., Holden, D., Kawasaki, A., Kim, J., Kim, Y., McGehee, M., Nishizawa, H., Park, L., & Tang, A. F. (forthcoming). Investigating Duolingo English Test washback: A focus on test preparation activities. In B. Naismith, A. A. von Davier, J. Burstein, & G. LaFlair (Eds.), The Routledge handbook of digital language assessment: Innovations and insights from the Duolingo English Test. Routledge.

Tang, A. F., & Gilliland, B. (2026). Sustaining translanguaging pedagogies: Teacher-learners' approaches towards L2 motivational development in the Thai EFL context. International Journal of Applied Linguistics. Advance online publication. https://doi.org/10.1111/ijal.70309

Tang, A. F., & Roubinek, N. (2026). Reimagining support systems for Asian-American scholars: A duoethnographic account. In E. Trinh & S. Jang (Eds.), Beyond the academic pipeline for Asian scholars: The power of care, healing, and alternative pathways in language education (pp. 86–105). Routledge. https://doi.org/10.4324/9781003623151

Tang, A. F., & Roubinek, N. (2026). Review of the book Teaching Pride Forward: Building LGBTQ+ Allyship in English Language Teaching edited by Ethan Trinh, Kate Mastruserio Reynolds, and James Coda. Journal of Language, Identity, & Education, 25(4), 1389–1391.  https://doi.org/10.1080/15348458.2025.2523895

Tang, A. F., & Honeycutt, D. B. (2026). Multiliteracies for generative artificial intelligence-

assisted digital multimodal composing: A technology-in-practice approach. Language Learning & Technology, 30(1), 1–13. https://doi.org/10.64152/10125/73671

Tang, A. F., & Pentón Herrera, L. J. (2025). Integrating affective knowledge into TPACK: A new visual representation. Technology in Language Teaching & Learning, 7(2), Article 102852. https://doi.org/10.29140/tltl.v7n2.102852

Tang, A. F. (2025). Review of the book Multimodal Conversation Analysis and Interpretive Phenomenological Analysis: A Methodological Framework for Researching Translanguaging in Multilingual Classrooms by Kevin W. H. Tai. International Journal of Bilingual Education and Bilingualism, 28(8), 1026–1028. https://doi.org/10.1080/13670050.2025.2528970

Song, D., & Tang, A. F. (2025). Exploring AI-assistance in L2 Chinese writing with standardized assessment tasks. Language Learning & Technology, 29(2), 161–189. https://doi.org/10.64152/10125/73615

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[Xinyi Wang]

Dear Alex,

Thank you so much for your kind words and encouragement! I am very grateful for the guidance and support from Prof. Tai and Prof. Lin throughout this project. It has been a valuable learning experience, and I am delighted to share this work with the community.

Best regards,

Xinyi