Generative AI-Supported Language Assessment for Learning

Dear Colleagues, 

We are pleased to invite submissions to a Special Issue of the journal Languages, focusing on the use of Generative Artificial Intelligence (AI) in language assessment to support learning. With the rapid advancement of Generative AI, increasing attention has been paid to its potential to enhance the quality and positive impact of language assessment and education. For example, open access to tools such as ChatGPT has enabled language assessment researchers to examine the quality and validity of its automated scoring capabilities as well as its ability to generate test content materials such as texts, items, and multimedia, making language assessments more efficient and interactive (Chapelle, 2025). Moreover, the growing use of Generative AI has begun to shape the new ways people communicate and learn languages, thereby influencing conceptualizations of communicative competence (Xi, 2025). 

Amid this surge of interest in developing and researching language assessment with Generative AI, this Special Issue aims to provide a platform for researchers, test developers, and other stakeholders to share insights into how Generative AI can enhance the integration of language assessment and learning. Language assessment has long served the dual purposes of evaluating learner proficiency and guiding further learning. Generative AI can help generate adaptive content and feedback tailored to learners’ needs; analyze both product and process data to better understand learner profiles; support teachers in designing more individualized learning interventions; and facilitate formative assessment at scale. At the same time, the adoption of AI in language assessment for learning must be approached with caution, with careful consideration of issues related to validity, reliability, fairness, transparency, and ethical use.

This Special Issue seeks to explore how Generative AI can be integrated into language assessment systems in meaningful and responsible ways to maximize its impact on learning. Both theoretical and empirical contributions shared in this Special Issue will offer new insights into the design and use of AI-supported language assessments for learning. Further, they will stimulate critical dialogues on future research directions and practical innovations in the field.

Potential subtopics include, but are not limited to, the following:

• Formative language assessment or learning-oriented language assessment supported by Generative AI;
• Generative AI-based feedback for language use and communicative competence;
• Adaptive testing and reporting systems that incorporate Generative AI to tailor tasks and feedback to learner profiles;
• Empirical studies on the learning impact of Generative AI-enhanced assessment interventions;
• Ethical, fairness, and transparency considerations in Generative AI-based language assessment for learning;
• Teacher professional development for the use of Generative AI in language assessment and learning.

We request that, prior to submitting a manuscript, interested authors initially submit a proposed title and an abstract of 400-600 words summarizing their intended contribution. Please send it to the guest editors (Mikyung Kim Wolf and Saerhim Oh, mkwolf@ets.org and soh@ets.org) or to Languages editorial office (languages@mdpi.com). Abstracts will be reviewed by the guest editors for the purposes of ensuring proper fit within the scope of the Special Issue. Full manuscripts will undergo double-blind peer-review.

Tentative Completion Schedule
Abstract Submission Deadline: 30 April 2026
Notification of Abstract Acceptance: 25 May 2026
Full Manuscript Deadline: 7 December 2026

References
Chapelle, C. A. (2025). Generative AI as game changer: Implications for language education. System, 132, 103672.
Xi, X. (2025). Revisiting communicative competence in the age of AI: Implications for large-scale testing. Annual Review of Applied Linguistics, 45, 200-221.

Dr. Mikyung Kim Wolf
Dr. Saerhim Oh
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Languages is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• language assessment
• generative AI
• formative assessment
• learning-oriented language assessment
• L2 learners
• language learning