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A Systemic Functional Linguistics Discourse Analysis of Learner-Centered, Generative AI Feedback in Higher Education (2025)
Preprint / Working Paper
Zapata, G. C., Tzirides, A. O. (., Cope, B., You, Y.-L., Kalantzis, M., & Searsmith, D. (2025). A Systemic Functional Linguistics Discourse Analysis of Learner-Centered, Generative AI Feedback in Higher Education

The rapid development of Generative AI (GenAI) has opened new possibilities for its use in higher education, particularly in assessment and formative feedback. This study investigates the pedagogical effectiveness of GenAI-generated feedback using Sy... Read More about A Systemic Functional Linguistics Discourse Analysis of Learner-Centered, Generative AI Feedback in Higher Education.

Reflections and Future Directions (2025)
Book Chapter
Zapata, G. C. (2025). Reflections and Future Directions. In G. C. Zapata (Ed.), Generative AI Technologies, Multiliteracies, and Language Education. Taylor & Francis (Routledge). https://doi.org/10.4324/9781003531685-8

This concluding chapter examines the transformative role of Generative Artificial Intelligence (GenAI) in reshaping second language (L2) education. It synthesizes the theoretical foundations, practical applications, and socio-cultural ramifications p... Read More about Reflections and Future Directions.

Language Learning after Generative AI (2025)
Book Chapter
Cope, B., Kalantzis, M., & Zapata, G. C. (2025). Language Learning after Generative AI. In G. C. Zapata (Ed.), Generative AI Technologies, Multiliteracies, and Language Education. https://doi.org/10.4324/9781003531685-2

Why would anyone need to learn another language now, when we have machines that will speak and write for us? At a time when cynicism is growing about the costs and value of education, whether cynicism is justified or not, this is a question that is l... Read More about Language Learning after Generative AI.

Introduction. Generative AI technologies in language education: What we know so far. (2025)
Book Chapter
Zapata, G. C. (2025). Introduction. Generative AI technologies in language education: What we know so far. In G. C. Zapata (Ed.), Generative AI Technologies, Multiliteracies, and Language Education (1-13). Taylor & Francis (Routledge). https://doi.org/10.4324/9781003531685-1

This chapter serves as an introduction to the volume, establishing the foundation for examining the role of generative artificial intelligence (GenAI) in second language (L2) education within the context of multiliteracies. The chapter begins by defi... Read More about Introduction. Generative AI technologies in language education: What we know so far..

Generative AI Technologies, Multiliteracies, and Language Education (2025)
Book
Zapata, G. C. (Ed.). (2025). Generative AI Technologies, Multiliteracies, and Language Education. Taylor & Francis (Routledge). https://doi.org/10.4324/9781003531685

Generative AI Technologies, Multiliteracies, and Language Education is a comprehensive edited volume that examines the integration of Generative AI (GenAI) technologies within the framework of multiliteracies pedagogies to enhance language teaching a... Read More about Generative AI Technologies, Multiliteracies, and Language Education.

Assessing AI-generated feedback quality: Instructor perspectives on fine-tuned GenAI for higher education student writing (2025)
Book Chapter
Tzirides, A. O. (., Zapata, G. C., Bolger, P., Cope, B., Kalantzis, M., & Searsmith, D. (2025). Assessing AI-generated feedback quality: Instructor perspectives on fine-tuned GenAI for higher education student writing. In A. Rajala, A. Cortez, R. Hofmann, A. Jornet, H. Lotz-Sisitka, & L. Markauskaite (Eds.), 19 th International Conference of the Learning Sciences (ICLS) 2025: ICLS proceedings: 5th Annual Meeting of the International Society of the Learning Sciences (ISLS) (898-907). International Society of the Learning Sciences, Inc

This convergent mixed-methods study investigates the integration of Generative Artificial Intelligence (GenAI) for providing formative feedback in higher education. The study explores the perspectives of eleven experienced instructors regarding GenAI... Read More about Assessing AI-generated feedback quality: Instructor perspectives on fine-tuned GenAI for higher education student writing.

AI and peer reviews in higher education: students’ multimodal views on benefits, differences and limitations (2025)
Journal Article
Zapata, G. C., Cope, B., Kalantzis, M., Tzirides, A. O. (., Saini, A., Searsmith, D., Whiting, J., Kastania, N. P., Castro, V., Kourkoulou, D., Jones, J., & Abrantes da Silva, R. (2025). AI and peer reviews in higher education: students’ multimodal views on benefits, differences and limitations. Technology, Pedagogy and Education, https://doi.org/10.1080/1475939X.2025.2480807

Since the launch of ChatGPT in November 2022, educational researchers and practitioners have sought to understand the ways in which these new generative AI technologies might influence education. This article describes one such effort. The focus of t... Read More about AI and peer reviews in higher education: students’ multimodal views on benefits, differences and limitations.

Lotería as an expression of tejanidad (2025)
Book Chapter
Zapata, G. C. (2025). Lotería as an expression of tejanidad. In J. A. Marín, & N. E. Cantú (Eds.), ¡Somos Tejanas! Chicana identity and culture in Texas (168-185). University of Texas Press

Exploring Instructors' Views on Fine-Tuned Generative AI Feedback in Higher Education (2024)
Journal Article
Tzirides, A., Zapata, G., Bolger, P., Cope, B., Kalantzis, M., & Searsmith, D. (2024). Exploring Instructors' Views on Fine-Tuned Generative AI Feedback in Higher Education. International Journal on E-Learning, 23(3), 319-334

This paper explores the integration of Generative Artificial Intelligence (GenAI) feedback into higher education. Specifically, it examines the views of 11 experienced instructors on fine-tuned GenAI formative feedback of student works in an online g... Read More about Exploring Instructors' Views on Fine-Tuned Generative AI Feedback in Higher Education.

The Role of AI Feedback in University Students’ Learning Experiences: An Exploration Grounded in Activity Theory (2024)
Journal Article
Zapata, G. C., Saini, A., Tzirides, A.-O. (., Cope, W., & Kalantzis, M. (2025). The Role of AI Feedback in University Students’ Learning Experiences: An Exploration Grounded in Activity Theory. Ubiquitous Learning: An International Journal, 18(2), 1-30. https://doi.org/10.18848/1835-9795/cgp/v18i02/1-30

This study employs Engeström’s second-generation activity theory (AT) to examine the transformative potential of Generative AI (GenAI) in providing formative feedback in higher education. Specifically, this research focuses on the experiences of fift... Read More about The Role of AI Feedback in University Students’ Learning Experiences: An Exploration Grounded in Activity Theory.

Somos Tejas: A Narrative Project to Document the College Experiences of First‐Generation Latinx Students (2024)
Journal Article
Moyna, M. I., & Zapata, G. C. (2024). Somos Tejas: A Narrative Project to Document the College Experiences of First‐Generation Latinx Students. Diversity & Inclusion Research, 1(2), Article e70003. https://doi.org/10.1002/dvr2.70003

This study reports on a project that collected and documented narrative reflections of first‐generation Latinx students at a large
Research 1 public university in the US southwest. The team (2 faculty members and 4 undergraduates) interviewed 23 stu... Read More about Somos Tejas: A Narrative Project to Document the College Experiences of First‐Generation Latinx Students.

Generative AI Application in Higher Education Student Work (2024)
Book Chapter
Tzirides, A. O. (., Saini, A. K., Zapata, G., Searsmith, D., Cope, B., Kalantzis, M., Castro, V., Kourkoulou, D., Jones, J. W., da Silva, R. A., Whiting, J., & Kastania, N. P. ‘. (2024). Generative AI Application in Higher Education Student Work. In D. Kourkoulou, A.-O. (Olnancy) Tzirides, B. Cope, & M. Kalantzis (Eds.), Trust and Inclusion in AI-Mediated Education: Where Human Learning Meets Learning Machines (287-301). Springer Nature. https://doi.org/10.1007/978-3-031-64487-0_13

The launch of ChatGPT in November 2022 precipitated panic among some educators while prompting qualified enthusiasm from others. ChatGPT is an example of Generative AI, a combination of technologies that will deliver computer-generated text, images,... Read More about Generative AI Application in Higher Education Student Work.

Combining human and artificial intelligence for enhanced AI literacy in higher education (2024)
Journal Article
Tzirides, A. O. (., Zapata, G., Kastania, N. P., Saini, A. K., Castro, V., Ismael, S. A. R., You, Y.-L., Santos, T. A. D., Searsmith, D., O'Brien, C., Cope, B., & Kalantzis, M. (2024). Combining human and artificial intelligence for enhanced AI literacy in higher education. Computers and Education Open, 6, Article 100184. https://doi.org/10.1016/j.caeo.2024.100184

This paper seeks to contribute to the emergent literature on Artificial Intelligence (AI) literacy in higher education. Specifically, this convergent, mixed methods case study explores the impact of employing Generative AI (GenAI) tools and cyber-soc... Read More about Combining human and artificial intelligence for enhanced AI literacy in higher education.

Peer-Reviews and AI Feedback Compared: University Students’ Preferences (2024)
Preprint / Working Paper
Zapata, G. C., Saini, A. K., Cope, B., Kalantzis, M., & Searsmith, D. Peer-Reviews and AI Feedback Compared: University Students’ Preferences

This article seeks to contribute to the existing literature on peer review by comparing human with machine reviews based on the implementation of a chatbot responding with reference to a large language model for the review of open-ended student work.... Read More about Peer-Reviews and AI Feedback Compared: University Students’ Preferences.

Digital Multimodal Composing in Beginning L2 Spanish Classes: Student-Created Children’s Books (2024)
Journal Article
Mesa Morales, M., & Zapata, G. C. (2024). Digital Multimodal Composing in Beginning L2 Spanish Classes: Student-Created Children’s Books. International Journal of Literacies, 31(2), 57-76. https://doi.org/10.18848/2327-0136/cgp/v31i02/57-76

This work explores the incorporation of children’s books into university second language (L2) Spanish instruction for the development of students’ critical multimodal literacies and meaning making. Twenty-three learners’ collaborative analysis of aut... Read More about Digital Multimodal Composing in Beginning L2 Spanish Classes: Student-Created Children’s Books.

Grammar as concept: The implementation of the PACE model in Beginning Spanish classes (2023)
Journal Article
Ewurama, O., & Zapata, G. C. (2023). Grammar as concept: The implementation of the PACE model in Beginning Spanish classes. Applied Language Learning, 33, 58-70

This study investigates the effectiveness of the PACE approach (Adair-Hauck & Donato, 2002) for grammar teaching in beginning (novice mid/high) second language (L2) Spanish classes. Even though research has reported instructional benefits for PACE in... Read More about Grammar as concept: The implementation of the PACE model in Beginning Spanish classes.

Multiliteracies, OER, and Inclusive L2 Pedagogical Practices (2023)
Book Chapter
Zapata, G. C. (2023). Multiliteracies, OER, and Inclusive L2 Pedagogical Practices. In G. C. Zapata, M. Kalantzis, & B. Cope (Eds.), Multiliteracies in International Educational Contexts: Towards Education Justice (76-96). Routledge. https://doi.org/10.4324/9781003349662-3

The benefits of undergraduate research for students from traditionally underrepresented groups are well documented in STEMM. However, few studies have focused on similar programs in the humanities. The objective of this chapter is to do so by describ... Read More about Multiliteracies, OER, and Inclusive L2 Pedagogical Practices.