Artificial Intelligence as a Mediating Mechanism for Connecting Research and Practice in Language Education: An Exploratory Inquiry

The tension between educational research and classroom practice remains one of the most enduring concerns in language education. Since John Dewey's early reflections over a century ago, scholars have repeatedly emphasized the challenge of translating theoretical insights into pedagogical realities. Despite considerable efforts, the disjunction continues to shape the field, often leaving practitioners without accessible pathways to engage with or apply research findings. Whereas other professional disciplines, such as medicine and engineering, have established intermediary structures to bridge this divide, language education has yet to fully investigate equivalent mechanisms. This study explores the potential of artificial intelligence (AI) as a mediating resource to facilitate research-informed teaching. In a series of ten collaborative sessions, eight language teachers worked with a researcher to integrate a generative AI platform into their professional practice. The initial sessions focused on training participants in AI-assisted engagement with research, followed by collaborative activities where teachers applied the tool to examine pedagogical problems, exchange strategies, and co-construct solutions. Data from recorded discussions and post-study interviews were systematically analyzed to evaluate the role of AI in enhancing research accessibility and professional decision-making. Results indicated that AI functioned as a catalyst for teacher engagement with scholarly literature, enabling more efficient synthesis of complex studies, contextual adaptation of findings, and innovative responses to classroom challenges. Participants reported increased confidence in making pedagogical decisions and a heightened sense of professional agency. The study suggests that AI has the potential to serve as a mediating system, fostering closer integration between research and practice and supporting teacher learning within language education.

کلیدواژه ها:

artificial intelligence ، research-practice divide ، mediation ، teacher professional learning ، generative AI in education