Language Ideology Formation in AI-Mediated Educational Context: A Sociolinguistic Analysis

This study explores the formation of language ideology in an AI-mediated educational context through a sociolinguistic lens. Adopting an interpretative qualitative approach, the research investigates how interactions with generative Artificial Intelligence (AI) tools, such as ChatGPT, influence learners' and educators' perceptions of linguistic legitimacy, authority, and identity. In-depth semi-structured interviews were conducted with 25 participants, comprising undergraduate students, graduate students, and lecturers who regularly utilize AI for academic writing and communication. Using reflexive thematic analysis, three central themes emerged: (1) Normalization of AI-Standardized Language, where users consciously or unconsciously adapt their register and sentence structures to align with AI-generated formal patterns; (2) AI as Linguistic Authority, reflecting a shift where algorithmic systems are increasingly trusted as objective arbiters of academic correctness; and (3) Linguistic Resistance and Identity Preservation, demonstrating that users actively negotiate, modify, or reject AI outputs to maintain personal voice, naturalness, and contextual appropriateness. The findings reveal that AI serves not merely as a technical writing aid, but as a formative sociolinguistic environment that continuously shapes and redefines language norms. This study contributes to the intersection of educational sociolinguistics and digital media by illustrating the dialectical relationship between algorithmic standardization and human linguistic agency.