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Technologically-enhanced language education has shifted from computer-assisted language learning (CALL) to mobile-assisted language learning (MALL), including the use of conversational digital agents, and more recently, towards the use of generative artificial intelligence (AI) large language model (LLM) programmes for language learning purposes. This paper aims to explore the interplay between such posthuman communication and posthumanist applied linguistics, and between digital agents and human agency in response to the increasing permeation of AI in life and learning.

A core team of four researchers investigated how digital agents could be leveraged to support immersive target language learning and practice, focusing specifically on the conversational AI that pervaded digitally-mediated communication prior to the release of generative AI. Each researcher engaged in a digital autoethnography using conversational agents found in the digital wilds to learn a target second language via digital immersion.

Through qualitative data analysis of autoethnographic narratives using NVIVO, four key thematic codes characterizing the learning journeys emerged: context, language learning, posthuman engagement and technological parameters. The posthuman learning experiences conflicted with the multisensory, embodied and embedded ethos of posthumanist applied linguistics, indicating that informed human pedagogical agency must crucially be exercised to benefit from the learning potential of posthuman agents. Interactions with conversational agents did provide small-scale, just-in-time learning opportunities, but these fell short of immersive learning.

The methodology and findings offer a unique and valuable lens on the language learning potential of emerging LLM-based generative agents that are rapidly infusing conversational practices.

This study explored attrition from a novice health researcher training program. The aim of this paper was to identify factors contributing to attrition from the RRCBP that if understood could decrease attrition from this standalone researcher training program.

Using a capacity building framework, this case-control study compared demographic characteristics and features of 30 withdrawn research trainees to 68 graduated trainees from the Rural Research Capacity Building Program, run by the Health Education and Training Institute of New South Wales, Australia between 2006 and 2010. Data were analysed using Exact Logistic Regression, Chi-square and Fisher's Exact tests.

An attrition rate of 29 per cent was associated with a range of individual, organisational and supra-organisational factors. Withdrawals occurred prior to ethics submission (n=13, 43 per cent), after unsuccessful ethics submission (n=8, 27 per cent), or after receiving ethics approval (n=9, 30 per cent). Clinicians were less likely to withdraw than non-clinical staff (p=0.03). Profession, project ownership, funding sources and type of research were not significant factors in attrition, while the effect of location was mixed indicating a potential impact of peer support networks in areas with high numbers of trainees.

This research demonstrates attrition from a research training program is associated with trainees receiving appropriate and timely support. In the formative stages researchers require support, particularly those working in professional or geographical isolation.

This study is the first of its kind in examining in detail reasons for withdrawal from a standalone research training program and will allow coordinators of similar programs to target support to vulnerable research trainees at critical time points.