/library/oar/handle/123456789/22325 Mon, 25 May 2026 23:44:38 GMT 2026-05-25T23:44:38Z /library/oar/handle/123456789/146774 Title: Human–AI collaboration in research : practical applications, ethical frameworks, and future directions Authors: Skubis, Ida; Xerri, Daniel; Adamovic, Mladen Abstract: Human–AI Collaboration in Research: Practical Applications, Ethical Frameworks, and Future Directions positions human–AI collaboration (HAIC) as a defining feature of contemporary research ecosystems. The book examines the incorporation of AI across the research lifecycle, including research design, literature work, data collection and processing, analysis, interpretation, academic writing, and dissemination. It highlights the opportunities created by automation and generative systems, alongside the challenges raised for research integrity, accountability, transparency, privacy, and epistemic authority. Ethical and regulatory foundations are addressed through established frameworks such as the Belmont Report and the Declaration of Helsinki, as well as European governance instruments including the Ethics Guidelines for Trustworthy AI, the General Data Protection Regulation, and the EU Artificial Intelligence Act. By combining interdisciplinary perspectives from robotics, management research, and education, the volume translates abstract ethical principles into concrete research-relevant practices, offering a coherent and human-centred approach to trustworthy AI-supported inquiry. The book offers original, research-ready frameworks and applied guidance for responsible HAIC, combining real-world case studies with practical strategies for trustworthy AI use. It equips researchers, educators, and management scholars with tools for human oversight, transparency, bias mitigation, and accountable AI-supported workflows, ensuring scientific rigour alongside innovation. Thu, 01 Jan 2026 00:00:00 GMT /library/oar/handle/123456789/146774 2026-01-01T00:00:00Z /library/oar/handle/123456789/146648 Title: The Routledge handbook of language teacher action research [Book review] Authors: Xerri, Daniel Abstract: Action research (AR) is a cyclical process where practitioners identify a problem, plan and implement a solution, observe the results, and reflect to improve practices. As AR is inherently geared toward change and improvement, impact becomes central to its significance. Traditionally defined as the influence, effect, measurable contribution, or benefits arising from research, impact can also be seen as the process by which research knowledge benefits recipients. In structuring this handbook around different dimensions of impact, Burns and Dikilitas show how inquiry within AR is intrinsically impactful for practitioners. This edited collection explores AR’s transformative role in language education, where impact is not just a by-product but an integral part of knowledge construction, sharing, and application. It underscores AR’s suitability for creating meaningful impact and highlights the interconnected processes of inquiry, teaching, and learning. The book is divided into five parts, addressing AR’s professional, pedagogical, personal, and educational dimensions, and concludes with reflections from teacher-researchers working in diverse contexts. Thu, 01 Jan 2026 00:00:00 GMT /library/oar/handle/123456789/146648 2026-01-01T00:00:00Z /library/oar/handle/123456789/146345 Title: Unlocking teachers’ generative AI-oriented professional learning through research–practice partnerships Authors: Xerri, Daniel; Block, Josianne Abstract: Research–practice partnerships (RPPs) offer a powerful model for enhancing English language teachers’ professional learning by fostering collaboration between educators and researchers. This article examines how RPPs enable sustained, practice-based inquiry, empowering teachers to shape their own development while addressing real-world challenges. Drawing on a study conducted in Malta, the article demonstrates how RPP fostered teachers’ confidence to navigate Generative AI effectively while enhancing their practices as writing instructors. It highlights how collaborative, evidence-based decision-making and shared reflection allowed practitioners to apply theoretical insights to practical challenges, creating context-responsive learning experiences that enhanced both teacher efficacy and learner outcomes. Wed, 01 Jan 2025 00:00:00 GMT /library/oar/handle/123456789/146345 2025-01-01T00:00:00Z /library/oar/handle/123456789/145499 Title: Rethinking migration : the intersection of multimodal composition and critical reflection Authors: Xerri, Daniel; Davis, Savannah Abstract: This chapter explores how multimodal composition and critical reflection can enrich English language learning and nurture critical engagement with migration discourse. Based on classroom-based research in Malta, it shows how a group of adult learners collaborated on reflective, multimodal texts about migration, combining AI-generated images with their writing. The analysis identified five key themes in students’ compositions, from economic concerns to personal experiences, and highlights the challenges and opportunities of fostering balanced perspectives, critical media literacy, and intercultural empathy. The chapter argues that multimodal composition and reflection can empower students as agents of change, equipping them with the critical tools to navigate and shape migration narratives in a globalised world. Thu, 01 Jan 2026 00:00:00 GMT /library/oar/handle/123456789/145499 2026-01-01T00:00:00Z