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Epistemic Authority in the Age of Generative AI: A Conversation-Analytic Study of Iranian University EFL Classrooms | ||
| Journal of English Language Teaching and Learning | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 04 آبان 1405 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2026.74731.2903 | ||
| نویسندگان | ||
| Ali Hemmati* 1؛ Alireza Jalilifar2 | ||
| 1Department of English Language Teaching, University of Farhangian, P. O. Box 14665-889, Tehran, Iran | ||
| 2Department of English Language and Literature, Faculty of Humanities and Letters, Shahid Chamran University of Ahvaz, Ahvaz, Iran | ||
| چکیده | ||
| Generative artificial intelligence (GenAI) is reshaping higher education by altering how epistemic rights and epistemic authority are constructed in classroom interaction. Drawing on conversation analysis, particularly its focus on epistemics, this study investigates how epistemic stance and status are negotiated in two Iranian university English as a Foreign Language (EFL) classrooms in which students engage in Student-Initiated GenAI Consultation during ongoing instructional activities. Using a qualitative conversation-analytic design, the study examines approximately 18 hours of naturally occurring, video-recorded classroom interaction, focusing on turn design, repair practices, stance marking, and embodied engagement with digital tools. Findings show that SIGC can function as a contingent epistemic resource: students introduce AI-attributed content through attributional and sometimes mitigated formulations, while teachers evaluate, reformulate, or ratify such contributions through subsequent interaction. These episodes show how AI-attributed information becomes relevant through situated processes of interpretation, evaluation, and accountability that also organize other classroom knowledge claims. The findings highlight how teachers and students evaluate and contextualize AI-attributed information during ongoing EFL activities, suggesting that teachers can use it for critical language analysis, contextual interpretation, and learner justification rather than as an authoritative answer. | ||
| کلیدواژهها | ||
| Conversation Analysis؛ Epistemic authority؛ Generative artificial intelligence؛ EFL classroom interaction؛ Repair sequences | ||
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