Daniel Xerri – författare

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.

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.

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.

This book advocates that teachers should play an active role in high-stakes language testing and that more weight should be given to teacher judgement. This is likely to increase the formative potential of high-stakes tests and provide teachers with a sense of ownership. The implication is that the knowledge and skills they develop by being involved in these tests will feed into their own classroom practices. The book also considers the arguments against teacher involvement, e.g. the contention that teacher involvement might entrench the practice of teaching to the test, or that teachers should not be actively involved in high-stakes language testing because their judgement is insufficiently reliable. Using contributions from a wide range of international educational contexts, the book proposes that a lack of reliability in teacher judgement is best addressed by means of training and not by barring educators from participating in high-stakes language testing. It also argues that their involvement in testing helps teachers to bolster confidence in their own judgement and develop their assessment literacy. Moreover, teacher involvement empowers them to play a role in reforming high-stakes language testing so that it is more equitable and more likely to enhance classroom practices. High-stakes language tests that adopt such an inclusive approach facilitate more effective learning on the part of teachers, which ultimately benefits all their students.

This book shines a light on novel and less familiar domains of early English language education for children aged 3 to 12, in mainstream and out-of-school settings. Enveloping the volume is the making of creative connections to wider educational philosophies which extend beyond the confines of a narrow linguistic lens. In reconciling the theory-practice divide in English language education, each chapter presents a synthesis of research issues leading to a practical showcase of ideas. Organised in two main parts, the first focuses on innovations within classroom practice, curriculum development, and child-centred assessment, exploring areas which have either received insufficient attention and/or have been reimagined through fresh perspectives. The second part explores innovations in pre- and in-service teacher education contexts and focuses on lesser-known and/or underexplored topics, including bridging general and language education, multilingualism, in-depth learning, metacognition,and pragmatics. This is a timely publication for teacher educators and practitioners alike.

This book shines a light on novel and less familiar domains of early English language education for children aged 3 to 12, in mainstream and out-of-school settings. Enveloping the volume is the making of creative connections to wider educational philosophies which extend beyond the confines of a narrow linguistic lens. In reconciling the theory-practice divide in English language education, each chapter presents a synthesis of research issues leading to a practical showcase of ideas. Organised in two main parts, the first focuses on innovations within classroom practice, curriculum development, and child-centred assessment, exploring areas which have either received insufficient attention and/or have been reimagined through fresh perspectives. The second part explores innovations in pre- and in-service teacher education contexts and focuses on lesser-known and/or underexplored topics, including bridging general and language education, multilingualism, in-depth learning, metacognition,and pragmatics. This is a timely publication for teacher educators and practitioners alike. 

This book shines a light on novel and less familiar domains of early English language education for children aged 3 to 12, in mainstream and out-of-school settings. Enveloping the volume is the making of creative connections to wider educational philosophies which extend beyond the confines of a narrow linguistic lens. In reconciling the theory-practice divide in English language education, each chapter presents a synthesis of research issues leading to a practical showcase of ideas. Organised in two main parts, the first focuses on innovations within classroom practice, curriculum development, and child-centred assessment, exploring areas which have either received insufficient attention and/or have been reimagined through fresh perspectives. The second part explores innovations in pre- and in-service teacher education contexts and focuses on lesser-known and/or underexplored topics, including bridging general and language education, multilingualism, in-depth learning, metacognition,and pragmatics. This is a timely publication for teacher educators and practitioners alike.

This edited volume highlights the growing recognition of the need for a more comprehensive understanding of language shaped by local contexts.  It seeks to further conceptualise Global English(es) as localised language practices. Such practices illustrate how the English language is transformed to meet the needs of diverse communities, reflecting their social, cultural, and political values. Recognising that ‘glocality’ is a unique characteristic of today’s world, this volume expands upon the previously proposed conceptualisation of English as a Glocal Language (EGL)—one that is simultaneously global and local—to capture and accommodate the whole spectrum of cultural meanings and interpretations it is capable of conveying. This book is a useful resource for researchers, applied linguists, ELT professionals and practitioners, among others.Testimonial for The Rise of English as a Glocal LanguageJennifer Jenkins, Emeritus Professor, University of Southampton UKIt is only rarely that a truly original and exciting publication appears within the broad field of the spread of English, but this edited volume is one such book. The editors and their contributors position the field not, as conventionally done, within global Englishes but within a ‘deglobalised’ glocal framework. As they demonstrate throughout, this is a far more appropriate perspective within which to explore the teaching of English around the world. The book’s raison d’être having been established in the introduction, the chapters that follow, based on new empirical research, range far across geographical contexts, and include rarely researched regions such as Pakistan and Israel/Palestine as well as original focuses, for example, composers in Latin America. Highly recommended for anyone interested in World Englishes, ELF, or ELT more widely.

This book advocates that teachers should play an active role in high-stakes language testing and that more weight should be given to teacher judgement. This is likely to increase the formative potential of high-stakes tests and provide teachers with a sense of ownership. The implication is that the knowledge and skills they develop by being involved in these tests will feed into their own classroom practices. The book also considers the arguments against teacher involvement, e.g. the contention that teacher involvement might entrench the practice of teaching to the test, or that teachers should not be actively involved in high-stakes language testing because their judgement is insufficiently reliable. Using contributions from a wide range of international educational contexts, the book proposes that a lack of reliability in teacher judgement is best addressed by means of training and not by barring educators from participating in high-stakes language testing. It also argues that their involvement in testing helps teachers to bolster confidence in their own judgement and develop their assessment literacy. Moreover, teacher involvement empowers them to play a role in reforming high-stakes language testing so that it is more equitable and more likely to enhance classroom practices. High-stakes language tests that adopt such an inclusive approach facilitate more effective learning on the part of teachers, which ultimately benefits all their students.