Artificial intelligence (AI) and immersive technologies are expanding opportunities for language learners to obtain feedback, revise writing, and rehearse communication. Their educational value depends on how these opportunities support learning and informed participation. Wu et al. (2025) locate recent technological developments within broader concerns about learner affect, teacher development, and immersive learning. This wider perspective is useful for understanding the nine articles in this special issue. Together, they examine how technological assistance interacts with critical thinking, authorship, communicative practice, and teacher agency. We bring these contributions into dialogue to consider the pedagogical conditions under which innovation supports learners’ developing capabilities.
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Wei Lun Wong (2026) studied this question.
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