Colloquia | Papers | Roundtables | Workshops | Discussions
Colloquia
Colloquium: “Colloquium on teachers’ professional knowledge and instructional practices across diverse writing contexts: Mapping the terrain, charting the future” by Vera Busse, Peter Crosthwaite, Icy Lee, Qing Ma, Mark Feng Teng
Colloquium: “Entanglements of multilingual writing” by Aina Tanaka, Daisuke Kimura, Yumi Matsumoto, Ivan Jin, Jerry Lee, Jung-Hsien Lin
Colloquium: “Navigating SLW program administration in the time of generative AI: A colloquium” by Angela Hakim, Rachael Ruegg, Todd Ruecker, Sandra Zappa-Hollman, Eman Elturki, Jaqueline Michelle Gianico
Colloquium: “New ideas and practices for responding to student writing in humane ways” by Grant Eckstein, Betsy Gilliland, Madeline Crozier Sutton, Nicholas Carr, Michele McConnel, Kelly Metz-MatthewsKendon Kurzer, Joan Hwang
Colloquium: “Policy, partnership, process, and pedagogy: GenAI infrastructure to support faculty and human-centered second-language writing” by Maggie Sokolik, Margi Wald, David Wiese
Colloquium: “Re-humanizing composition instruction in the era of machine learning: Slow pedagogies and collaborative care in teaching L2 and multilingual writers” by Joan Hwang, Michelle Tram Nguyen, Sharon Doetsch-Kidder, Anna Habib
Colloquium: “Sixty years of contrastive rhetoric: Ecological, historical, and humane perspectives” by Jay Jordan, Dwight Atkinson, Ulla Connor, Paul Kei Matsuda
Colloquium: “Writing with AI, teaching against bias: Linguistic justice and the peer & AI review + reflection (PAIRR) pedagogical model” by Aparna Sinha, Julie Gamberg, Sophia Minnillo
Colloquia | Papers | Roundtables | Workshops | Discussions
Papers
Paper: “A comparative analysis of learner trust in AI and human corrective feedback in L2 Hebrew writing” by Eihab Abu-Rabiah
Paper: “A dual case study investigating L2 scholarly writers’ identity co-construction: Negotiating trajectories across the polycentric web of global academic publishing” by Cheryl Sheridan
Paper: “A methodological synthesis of reformulation research in L2 writing” by Yushi Ito, Sho Nakai, Yoko Fujisawa
Paper: “A racial methodology of GTA training in mainstream and multilingual contexts” by Stephanie Leow
Paper: “Academic writing for graduate students in Japan” by Laura MacGregor
Paper: “Adaptive expertise: The integration of AI tools by L2 writing teachers” by Mayumi Asaba
Paper: “Adaptive L2 reading–writing pedagogy for screen-immersed Generation Z” by Yichun Liu, PinHsi Patrick Chen
Paper: “Agency for international students in L2 writing: AI as rehearsal space for voice” by Alexandra Elizabeth Lee
Paper: “AI as a writing process partner: Supporting student authorship in a Japanese EFL life writing project” by Mika Toff, Takahiko Yamamori, Kana Wakida
Paper: “AI as feedback in the ecology of multilingual writing: Enacting genre awareness in an AI-mediated classroom” by Cathleen Wen Li
Paper: “AI feedback and learner agency in L2 writing: A think-aloud study of revision processes” by Yuka Ohkishima, Aiko Sano
Paper: “AI literacy as a reflexive scaffold for process-based EAP writing: An exploration of engagement, rhetorical quality, and recall” by Dianah Kitiabi
Paper: “AI-assisted metacognitive awareness building for academic writing in a flipped classroom” by Hui-chia Judy Shih
Paper: “AI-based feedback vs. model text feedback in L2 writing: Effects on writing quality and learners’ affective factors” by Atsushi Doi, Soma Sekiguchi, Atsushi Miura
Paper: “AI-embedded doctoral writing instruction: A longitudinal case study in an education faculty” by Wenxin Zhou, Xiaoling Liu
Paper: “AI-mediated feedback, syntactic development, and the human work of L2 writing instruction” by Paul Marlowe, Lucas Dickerson, Sean Gay
Paper: “AI-supported peer review and revision development in first-year EFL academic writing” by Mei-Lan Lo, Miao-Ling Hsieh, Amy B. M. Tsui, Jack Pun
Paper: “An autoethnographic account of rhetorical style and second language writer identity in the age of generative AI” by Jae-hyun Im
Paper: “Appraisal resources across cars moves in research article introductions: A comparison of ESL graduate students and scholars” by Jun Zhao
Paper: “Audience effects in languaging: Replication with the English passive and two written languaging opportunities” by Masako Ishikawa, Wataru Suzuki
Paper: “Balancing human input and technical rigor when developing a new writing rubric” by Heather Elliott, Mark Chapman, Tanya Bitterman
Paper: “Beyond the bot and the blank page: A rhetorical framework for L2 writing teachers in the age of AI assessment” by Elena Bazanova
Paper: “Beyond traditional rubrics: Assessing register awareness in hybrid EFL writing through AI and human perspectives” by Ning Kan
Paper: “Both quantity and quality: Development of argumentative elements in student persuasive writing” by Detong Xia, Yudi Chen, Hanzhong Sun, Hye K. Pae
Paper: “Breaking the algorithmic silence: An ecological reconsideration of voice and agency in AI-mediated ESL writing” by Juhyun Do
Paper: “Bridging disciplinary gaps: Corpus-based genre analysis in academic writing instruction” by Ching-Fen Chang
Paper: “‘Can you say that here?’ Intertextual negotiation and language socialization in L2 writing conferences” by Sunghee Ahn
Paper: “Centering humanity: Teachers, students, and community” by Claudia Kunschak
Paper: “Classroom writing assessment in Singapore schools: Teachers’ beliefs, practices, and the role of technology (including AI)” by Icy Lee, Rachel Xuelian Zhu
Paper: “Co-constructing academic collocational competence in academic writing through corpus consultation and AI-mediated interaction” by Thi Thuy Linh Nguyen, Peter Crosthwaite
Paper: “Collaborative writing from multiple online sources: An in-progress study” by Rachel Segev Miller
Paper: “Communicative competence revisited: The writing teacher as expander of experiences and beliefs in the age of AI” by Shota Mukai, Ha Thi Phuong Pham
Paper: “Conceptualizations and methodological trends in L2 student feedback literacy: A scoping review (2012–2025)” by Jun Takahashi, Jui-Hsin Renee Hung, Yeoeun Park
Paper: “Countering AI homogenisation: Developing adaptable writers through multi-genre pedagogy” by Peter Wingrove, Raffaella Negretti, Lisa McGrath, Christine Feak
Paper: “Data-driven learning meets generative artificial intelligence: Informal Internet written language in Chinese, Japanese, and Korean” by Alexander Fukin Tang, Keisuke Harada, Richard Medina
Paper: “Depth of engagement in AI- and corpus-based revision: A process-oriented comparison in L2 writing” by Yoshiho Satake
Paper: “Designing a teaching method to help Japanese EFL students produce well-supported argumentative essays” by Taeko Kamimura, Gaku Uehara
Paper: “Designing humane EFL writing pedagogy with AI: A liberating structures approach” by Yasmine Salah El-Din
Paper: “Developing a hybrid EFL writing course model integrating online peer feedback and generative AI: An action research study” by Jeng-yih Tim Hsu
Paper: “Developing critical AI literacy in second language writing contexts: A preliminary analysis of course-level AI policy guidelines in universities in Taiwan” by Sin-Yi Chang
Paper: “Developing second language teachers’ multimodal feedback literacy through digital multimodal composing” by Hong Cheng, Lianjiang Jiang
Paper: “Digital tools and the power of peer interaction in the L2 writing classroom” by Michelle Jerrems, Tiffani Blatchford, I-ting Tsai
Paper: “Directed self-placement: How multilingual writers evaluate course fit” by Youmie Kim, Matthew Hammill
Paper: “Dissertating as an SLW: A study on human-machine-language ecologies” by Alex Way
Paper: “Do human raters and GenAI “perceive“ writing quality in a similar way? A corpus-based investigation of stance features in L2 engineering writing” by Ge Lan, Jie Yang, Yi Li
Paper: “Does writing fluency matter? A comparative study of written and oral elicited imitation tests” by Yusuke Kuroki, Aline Godfroid
Paper: “Drafting and peer review as a complex non-linear system: A case study” by Iain Maloney
Paper: “E-tivity instructional design for online L2 academic writing classes in higher education” by Teresa Savoia, Oleksandra Zagorulko
Paper: “Ecologies of multilingual writing (EMW): A conceptual framework” by Dwight Atkinson, Jeroen Gevers
Paper: “Economies of academic writing for multilingual international students” by Zhaozhe Wang
Paper: “Educational level as a missing lens: Revisiting genre in three traditions” by Akiko Nagao, Cassi Liardet, Harni Kartika Ningsih, Winfred Xuan, Anne-Coleman Webre
Paper: “Effects of machine translation-integrated pedagogy on the quality of second language writing” by Mikie Nishiyama
Paper: “Efficient yet deficient? Comparing human and ChatGPT formative feedback on source-based arguments” by Shireen Campbell, Rebeca Fernandez, Fangzhi He, Katie Horowitz
Paper: “EFL undergraduate students’ cross-genre awareness and recontextualization in dual-writing spaces” by Naoko Mochizuki
Paper: “EFL writers’ perceptions of teacher and generative AI feedback: Reconfiguring the humanity of writing teachers in AI-mediated environments” by Man Wai Edward Fung
Paper: “EMI STEM students’ AI-mediated revision and motivational change in English writing” by Jeongyeon Kim
Paper: “Engaging in dialogue during collaborative processing: The interplay among cognitive, social, and emotional engagement” by Yi-Min Chiu, Hui-Tzu Min
Paper: “Engaging with dual feedback: L2 writers’ responses to simultaneous teacher and AWE Input” by Nihan Sanic
Paper: “English language learners’ longitudinal development of syntactic complexity across five CEFR levels: A mixed-methods approach” by Taichi Yamashita
Paper: “Enhancing L2 writers’ prompt literacy: Effects of a structured prompt-writing instruction in a GAI-supported classroom” by Mei-Hung Lin
Paper: “Expertise and teaching for transfer in English for academic purposes” by Heon Jeon
Paper: “Expertise development in action: A case study of L2 writing teacher training practicum” by Xueyi Yuan
Paper: “Explanation without inference: Causal reasoning in Japanese EFL argumentative writing” by Emiko Kihara, Kyoko Sasaki
Paper: “Exploring challenges in English writing from learners’ perspectives: Insights from qualitative data” by Kiyo Sakamoto
Paper: “Exploring EFL teachers’ technological pedagogical content knowledge (TPACK) in GenAI-mediated writing instruction: A Chinese study” by Rui Yuan, Kailun Wang
Paper: “Exploring teachers’ human role in AI-assisted second language writing classroom: A process writing perspective” by Celiacika Gustisiwi Puteri, Bambang Yudi Cahyono
Paper: “Exploring translanguaging practices in English writing: Integrating wordless picture books into freshman English courses” by Pei-Chia Liao
Paper: “Exploring university students’ feedback literacy and revision behavior in generative AI-mediated L2 writing: An explanatory sequential mixed methods study” by Katsuki Oshiro, Yutaka Ishii
Paper: “Extending EFL writing teacher feedback literacy (WTFL) in AI-mediated writing classrooms: A longitudinal study in small-scale, high school contexts” by Jia-En Huang
Paper: “Extramural L2 English writing in the third age: Genre practices in community-based lifelong learning” by Şebnem Yalçın
Paper: “Fairness in the digital age: Do motivation and anxiety moderate the effects of online resource use on L2 writing processes and products?” by Honglan Wang
Paper: “Feedback as interaction: An experimental comparison between human and AI-mediated writing conferences in L2 writing” by Mira Bekar, Ilina Kachinske
Paper: “From “nativelike” to practical: Comparing human and AI reformulation as written feedback” by Sho Nakai, Natsuko Shintani
Paper: “From beliefs to enacted practices: University language teachers’ assessment of multimodal composing in second language classrooms” by Yu-Shan Fan
Paper: “From corrector to coordinator: Evolving teacher identities and feedback practices in the era of generative AI” by Ju Chuan (Cindy) Huang
Paper: “From literature review to public awareness campaign: Designing a human-centered L2 writing sequence in the age of AI” by Amanda Yoshida
Paper: “From passive reliance to critical use: Peer interaction and engagement in MT-assisted L2 writing” by Mariko Yuasa
Paper: “From personal experience to academic voice: Using 3MT as a genre bridge in a multilingual L2 writing classroom” by Junko Otoshi, Mariko Uzuka, Naomi Fujishima
Paper: “From research task to embodied practice: A longitudinal ecological case study of English diary in a relational network” by Kimie Yamamura
Paper: “GenAI feedback and student voice: Examining linguistic diversity in ESL writing classes” by Sophia Minnillo, Aparna Sinha
Paper: “Generative AI and publishing: Observations from an outgoing editor-in-chief of the Journal of Second Language Writing” by Stephen M. Doolan
Paper: “Genre-based writing pedagogy in the time of GenAI: Reflections on practice and future research” by Angela Hakim, Febriana Lestari, Shangyu Jiang
Paper: “Harmonizing Dao and Shu: A collaborative autoethnography of two EFL writing teachers’ expertise development in GenAI-mediated writing” by Min Zou, Fang Liu
Paper: “Helping an EFL writer develop a voice through poetic inquiry: A case study” by Wakana Nobeyama
Paper: “High school-university collaboration in writing pedagogy: Influence on high school teachers” by Noriko Kurihara, Madoka Kawano, Miho Yamashita
Paper: “How do writers construct persuasive arguments for a research niche? Comparative analysis of novice and experienced authors” by Musa Al-Mudhaffari, Hoa Nguyen
Paper: “How L2 Chinese learners’ interaction with GenAI feedback reshapes teachers’ roles in writing instruction” by Jiayang Sun
Paper: “How multilingual writers negotiate voice in the age of AI: Toward an AI literacy framework for L2 writing” by Chung-Wei Chen
Paper: “How tutoring approaches emerge: Metacognitive experiences in writing centre practice in Chinese higher education” by Delin Kong
Paper: “Human and AI judgment in TOEFL writing instruction: Teachers negotiating authority, identity and accountability” by Xinyue Shui, Wei Wang
Paper: “Human judgment and prompt fairness in L2 writing assessment in the age of AI” by Sohyeon Lee
Paper: “Human-AI synergy in postgraduate L2 academic writing: Cognitive-attitudinal dynamics and teachers’ irreplaceable humanity” by Li Chen
Paper: “Human-centered AI literacy in graduate writing education: Reclaiming the humanity of writing teachers in the age of AI” by Afarin Rajaei, Naseh Shahri
Paper: “Humanizing feedback in the age of AI: The role of writing teachers in AI-assisted revision” by Karen Chung-chien Chang
Paper: “Humanizing GenAI-assisted writing feedback: Developing EFL teachers’ AI feedback literacy through a co-designed evidence-informed intervention” by Xinyu Liu, Qi Wang, Guangwei Hu
Paper: “Humanizing L2 writing: The interplay between teachers’ metacognitive competence and students’ metacognition” by Pauline Mak
Paper: “Humanizing scholarly publishing in the age of AI: Ethical editorial mentorship and infrastructures of access for multilingual scholars” by Hadi Banat, Ghada Gherwash, Grace-Lee Amuzie
Paper: “Humanizing the generation: Teacher mediation of genre and voice in AI-assisted L2 multimodal composing” by Leqing Yang, Siti Zaidah Zainuddin
Paper: “‘I could never write a poem like this in English’: AI-mediated literary writing practice” by Jin Kyeong Jung
Paper: “‘I understand enough to know that it is saying what I asked it to say’: How GenAI obscures professional email communication and the role of pragmatics in modern ESP instruction” by Katerina Petchko, Gavin O’Neill
Paper: “Impact of AI-assisted feedback on EFL students’ writing performance: A process-oriented approach” by Kai-Lin Wu
Paper: “Implementing generative AI in the spanish classroom: Students’ beliefs and satisfaction with ChatGPT for L2 written communication through corrective feedback and role-plays” by Pablo Robles-García, Ji-young Shin, Claudia Sánchez-Gutiérrez
Paper: “Incorporating “manga” into multimodal, source-based writing” by Sachiko Igarashi
Paper: “Individual differences in collaborative writing: The role of working memory and anxiety in a beginner adult-immigrant context” by Gabriel Michaud, Sophie McBride
Paper: “Instructor-mediated use of myprose in first-year writing classrooms” by Maria Pia Gomez Laich, Pessoa Silvia, Thomas Mitchell
Paper: “International multilingual gtas navigating linguistic identity and teaching expectations in the age of AI” by Masuma Akter
Paper: “Interruptions, affect, and agency in young learners’ L2 writing assessment” by Gordon Blaine West, I-Chen Vera Hsiao, Jason A. Kemp
Paper: “Intertextual engagement in L2 Chinese academic writing: Developing critical literacy through L2 reading-to-writing” by Haidan Wang
Paper: “Investigating L2 writers’ engagement with a customised GPT for pre-task planning” by Carrie Xin Peng, Xingcheng Wang
Paper: “Investigating the depth of processing in collaborative and individual languaging across writing stages” by Maki Imazawa
Paper: “Japanese undergraduates’ perceptions of feedback in academic English writing: Balancing human- and AI-mediated approaches” by John Rylander, Catherine LeBlanc, Jacob Dunlap
Paper: “‘Just a student” in a liminal space: Suspended authority in L2 graduate writing’ by Demet Yigitbilek
Paper: “Keeping AI-supported L2 writing human: Teacher agency, AI-mediated revision, and intercultural audience in a POSTECH–NUS project” by Soo-Ok Kweon
Paper: “Keeping writing human: Assignment redesign in first-year writing” by Silvia Pessoa, Maria Pia Gomez Laich, Thomas Mitchell
Paper: “L1 and L2 Japanese writers’ agency in AI-supported writing: Responses to ChatGPT feedback” by Yasuko Okano
Paper: “L2 french writers’ motivations and perceptions toward GenAI-enhanced writing from a self-determination perspective: Examination across AI tools, proficiency levels, and course grades” by Ji-young Shin, Magda Tigchelaar
Paper: “L2 writing instructors’ discourse-level written feedback: Teachers’ practices and perceptions” by Mark Sullivan
Paper: “Learning to teach disciplinary academic writing through collaborative action research at a Chinese university: A sociocultural perspective” by Lina Zhao
Paper: “Linguistic prejudice toward GenAI-style in EAL writing” by Yachao Sun, Wendy Li
Paper: “More than red ink: Dynamic written corrective feedback in a Japanese EFL classroom” by Kate Matthews, Grant Eckstein
Paper: “Multilingual creativity: Exploring issues of L2 creative writing in the age of AI” by Atsushi Iida, Bee Chamcharatsri
Paper: “Multilingual students’ perceptions of and engagement with screencast video feedback in revision” by Sarah DeCapua, Heon Jeon
Paper: “Multilingual writing development: Interrelationships among agency, audience, voice” by Carol Rinnert, Hiroe Kobayashi
Paper: “Negotiating “feeling rules”: Humanity of university-based writing instructors in three canadian institutions” by Saskia Van Viegen, Sandra Zappa-Hollman, Heike Neumann
Paper: “Negotiating academic writing across disciplines in an international liberal arts graduate program: Student and faculty perspectives” by Junko Imai
Paper: “Negotiating ethical AI use in academic writing among university students and teachers: Where is the humanity?” by Fan Yang, Rian A. W. Anisanto, David Dalsky
Paper: “Negotiating expertise and value: A human-AI collaborative approach to evaluating oral accessibility in L2 poster presentations” by Bianca Brown, Kira Dreher, María Pía Gómez-Laich
Paper: “Negotiating human agency and AI in disciplinary L2 writing: The teacher as discourse mentor” by Huang- Yuan(Patrick) Hsiao
Paper: “Negotiating identity and authority in AI-mediated L2 academic writing: Translanguaging and transpositioning” by Bingke Chen
Paper: “Negotiating teachers’ professional identity in AI-assisted ielts writing instruction” by Liza Rahmawati, Muhammad Aulia Rizal Firmansyah, Raisatul Mufahamah
Paper: “Negotiating voice in the age of AI: Multilingual writers and dialogic engagement with technology” by Natalya Watson
Paper: “Peer feedback in digital argumentative essay revision: Genre-specific feedback, meaning alignment, and writer agency” by Zishan Qin
Paper: “Perceptions and challenges in flipped writing classrooms: Insights from indonesian pre-service EFL teacher education programs” by Husnawadi Husnawadi
Paper: “Positive psychology in second language writing: A new insight into world cafe in alleviating writing anxiety and enhancing willingness to write” by Bo-Yuan Deng, Shane Donald
Paper: “Practice for skill, production for proficiency: Disentangling learning mechanisms in GenAI-enhanced EFL collaborative story writing” by Nicolas Emerson, Yuka Kono
Paper: “Pre-service teachers’ perception and patterns of using generative AI in writing a lesson plan” by Ji-Hyun Park
Paper: “Promoting research in a second language: Chinese scholars’ promotional practices and perceptions in English research articles” by Xinyue Li, Liming Deng
Paper: “Prompted humanity: What AI prompting reveals about genre knowledge and pedagogical labour in EAP” by Derya Altınmakas
Paper: “Quantum dialogics: A human-centered framework for L2 writing instruction in the age of AI” by Jungmin Lee
Paper: “Reconceptualizing writing pedagogy in the age of AI: Pre-service teachers’ learning in AI-mediated multimodal composition” by Senem Yıldız
Paper: “Reconfiguring teacher expertise in AI-mediated L2 writing: Insights from manga-based writing” by Takako Yasuta
Paper: “Reconfiguring teacher-writer-AI relationships through prompt literacy in L2 revision” by Claudia Sangmi Yun, Hyekyung Yu
Paper: “Reimagining disciplinary writing in EMI science classrooms: A genre-based, technology-integrated approach” by Jack Pun
Paper: “Rethinking AI literacy, agency, and identity in L2 writing” by Marwan Almuhaysh
Paper: “Rethinking complexity in L2 writing: How does form-based complexity translate to meaning complexity?” by Sachiko Yasuda
Paper: “Rhetorical moves model of L2 student-authored IMRaD-style papers” by Alexandra Terashima, Anna Bordilovskaya
Paper: “Scaffolding, creativity, and the human dimensions of L2 writing pedagogy” by Olivia Kennedy, Sandra Healy
Paper: “Self-reported AI usage and writing self-efficacy for L2 writers in writing centers” by Elizabeth Ann Lakoski, Katie Lynn Garahan
Paper: “Sentence structure in multilingual writing: Language constraints or individual characteristics” by Iwona Kowal
Paper: “Sharing our humanity and L2 writing teacher expertise” by Teresa Boyer, Melinda Reichelt
Paper: “Student choice in written corrective feedback: Effects on writing development and teacher workload in a Japanese EFL context” by Andrew Barnes, Cameron Flinn, Jerrie Zhang
Paper: “Student revision under constrained AI feedback in low-intermediate EFL writing” by Michelle Johnson
Paper: “Students’ use of GenAI tools in digitally mediated research writing” by Jinrong Li, Kathleen O’Reilly
Paper: “Synthesizing cohesion research in L2 writing: A systematic review” by Ryo Tanioka
Paper: “Teacher agency or the lack thereof? Examining the intersection of teaching-related GenAI use and ESL graduate teacher agency” by Xiao Tan
Paper: “Teacher emotion labour and instructional decision-making in multilingual L2 writing classrooms” by Witchuda Chaisong
Paper: “Teacher-designed AI as a questioning partner: Developing high school students’ argumentation in L2 writing through debate instruction” by Miho Izumi, Atsushi Mizumoto
Paper: “Teacher–student rubric co-construction as metacognitive instruction in ESL academic writing” by Tong Zhang
Paper: “Technology and humanity: Identity dilemma and reconstruction of L2 writing teachers in the AI era” by Zihui Zeng
Paper: “The affective equalizer: Fostering self-efficacy and reducing writing anxiety through AI-scaffolded blogging on padlet” by Chun Chia Chang
Paper: “The effects of task complexity on young learners’ second language writing performance (CAF): Mediating roles of writing motivation and writing anxiety” by Junqing Guo, Shaofeng Li
Paper: “The evolution of a design study: Critical GenAI in second language writing” by Naseh Shahri, Afarin Rajaei
Paper: “The humanity of knowledge crafting: Expert L2 writers’ epistemic obligations in an automated age” by Paul Michiels, Karyn Kessler, Paul Rogers
Paper: “The impact of AI feedback on EFL writing: Evaluating proficiency and authorial voice” by Jerry Yung Teh Huang, Trevor Sitler
Paper: “The position of writing instruction in Japanese upper-secondary English education through the courses of study: Building a foundation for English writing education in the age of generative artificial intelligence” by Maki Inagaki, Masayoshi Kojima, Ken-ichi Hashimoto, Naoya Shibata
Paper: “The potential of second language poetry writing for exploring EFL learners’ emotion and identity” by Hinako Kuwata
Paper: “The role of AI-assisted learning in academic writing: A mixed-methods study on Chinese as a second language students” by Yang Gong
Paper: “The role of planning conditions in L2 writing: Relationships between learners’ planning behaviour, writing performance, and perceptions” by Valentina Guzman Polanco
Paper: “‘These are really intense situations’: Novice writing instructors’ reactions to students’ use of generative AI” by Marianna Ryshina-Pankova, Julia Goetze, Yiran Xu
Paper: “Tracing AI-mediated autonomy and dependence in graduate L2 summary writing” by Olga Li
Paper: “Tracing GenAI-mediated engagement in digital multimodal composing among Chinese language learners” by Sha Li, Diane Belcher
Paper: “Training ChatGPT as peers via prompt engineering” by Hui-Tzu Min, Francisco de Borja Navarro
Paper: “Training on EFL taiwanese writers’ annotation quality and learner perceptions” by Carrie Yea-huey Chang
Paper: “Translanguaging with generative AI: Teacher and student perspectives in multilingual writing classrooms” by Amani Jaber, Tzipora Rakedzon
Paper: “Uncanny writing: AI, authorship, and L2 writing” by Nils Olov Fors
Paper: “Understanding feedback researchers’ feedback beliefs and practices in second language writing: How does research inform practice?” by Shulin Yu
Paper: “Understanding L2 writers’ responsiveness in AI-mediated dynamic assessment for academic writing” by Yu-Ting Kao
Paper: “Understanding the side effects of teacher feedback in second language writing” by Zhicheng Mao
Paper: “Using AI as a contrastive tool to foster critical thinking in EFL writing” by Chi-An Tung
Paper: “Using AI in L2 writing without losing the writing process: A scaffolded approach” by Kayla Marie Sarte
Paper: “Using AI to map the ecologies of multilingual writing across US-based colleges and universities” by Kendon Kurzer, Paul Kidhardt, Greer Murphy
Paper: “Voice under surveillance: Writing, AI, and the politics of linguistic diversity” by Ghada Gherwash
Paper: “Voice, agency and pedagogy: Teaching academic writing across contexts of world Englishes” by Zhichang Xu
Paper: “What happens after the conference: Tracing and following feedback into L2 student revisions” by Hyrum Pastores, Grant Eckstein
Paper: “Who owns the story? Preserving narrative agency in AI-augmented picture book creation in an EFL writing classroom” by Jean Chow
Paper: “Writing as a human witness: Life narrative and somatic resilience in the age of AI” by Guy Giard
Paper: “Writing as conversation: Dialogic pedagogy in the AI-assisted L2 composition classroom” by John Wolfgang Roberts
Paper: “Writing instructors-AI engineer interdisciplinary collaboration for promoting L2 writers’ agency in the GenAI era: Activity theory perspective” by Tomoko Oyama, Anubhav Anubhav, Yuka Akiyama
Paper: “Written corrective feedback, learner cognitive and emotional processing, and accuracy development in beginning EFL writing” by Wataru Suzuki, Kounosuke Sato, Ryo Saito
Colloquia | Papers | Roundtables | Workshops | Discussions
Roundtables
Roundtable: “A nurse’s purpose: A literacy-oriented AI writing pedagogy for cultivating care and empathy through task-based EFL writing” by Tuyuan Cheng
Roundtable: “A Q-methodology study on EFL writers’ metacognitive experiences in GenAI-assisted writing” by Jiahao Zheng
Roundtable: “AI-aided translation and human rights advocacy” by Michael MacDonald
Roundtable: “AI-assisted writing feedback in EFL classrooms: A longitudinal CAF study across semester and year-long courses” by Masahiro Kobayashi
Roundtable: “AI-mediated digital multimodal composing in L2 writing” by Daniel G. Dusza
Roundtable: “Back to the basics: Exploring why we write in a composition class” by Rachel LaMance
Roundtable: “Beyond compliance: GAI and the sociolinguistic ecology of academic knowledge production” by Pejman Habibie
Roundtable: “Creative writing as an antidote to AI: Launching a multilingual creative arts magazine” by Kristen Vogel
Roundtable: “Developing critical AI literacy and rhetorical agency in a first year writing seminar for second language writers” by Gusztav Demeter
Roundtable: “Distinguishing human-written from machine-generated text: Comparing language teachers, AI checker apps and LLMs” by John Bankier
Roundtable: “Educator perspectives on the fairness of automated writing scoring and feedback for young multilingual learners” by Mark Chapman, Jieun Kim, Jason Kemp, Ahyoung Alicia Kim, Lynn Shafer Willner
Roundtable: “Enhancing persian writing in online classrooms through multimodal, student-centered instruction” by Neda Sahranavard
Roundtable: “Enhancing teacher feedback effectiveness in L2 writing through CAF-informed learner profiles and a corrective-dialogic approach” by Thao Le
Roundtable: “Examining the relationships between efficient test tasks on the updated TOEFL iBT and extended writing performances” by Daniel Isbell, Ching-Ni Hsieh, Renka Ohta
Roundtable: “Exploring phrase-frames in quantitative and qualitative research on second language learning and teaching” by Hyun-Bin Yoo
Roundtable: “Exploring willingness to communicate and L2 writing performance: Insights from a task-based assessment” by Hoa Thi Vinh Le, Nicole Ziegler, Lara Bryfonski, Meg Montee
Roundtable: “Floating standards, grounded judgement: Evaluating CER‑based reasoning and why teacher judgement matters” by Phuong Anh Le
Roundtable: “Generative AI and its roles in language (teacher) education: A critical and proactive approach” by Yue Zhang
Roundtable: “How writing about haiku can elevate empathy” by Ian Willey
Roundtable: “Idle in India: Large classes, business English, and AI” by Mark Dressman, Utkarsh Jajodia, Ayoub El Mohamedi
Roundtable: “Integrating AI-supported guidance into EFL writing: Enhancing learner autonomy and metacognitive awareness” by Chih- Han ChangChien
Roundtable: “Issues in peer review and communication: Practices for cultivating confidence in L2 writing” by Ashton E. Dawes, Kathryn Jurns
Roundtable: “‘It’s not really my voice anyway’: Rethinking voice and authenticity in AI-mediated L2 writing” by Nawal Alhodithi
Roundtable: “Language remix: A serious game for translingual writing and code-meshing in EAP classrooms” by Jingjing Xing, Lingyao Shu
Roundtable: “Mapping student agency in project-based CLIL: Structural patterns from an explanatory sequential mixed-methods study” by Masakazu Mishima
Roundtable: “Meshing the streets of angora with the bridge of pittsburgh: Enacting ecological and translingual pedagogy” by Xiqiao Wang
Roundtable: “Mindful intelligence in the age of artificial intelligence: How multilingual students experience mindfulness and AI in EFL first year writing courses” by Pietera Fraser
Roundtable: “Motivation and foreign language writing in the era of generative AI: A systematic literature review” by Alejandra Donoso
Roundtable: “Motivation and writing among multilingual high school and university students: A scoping review” by Rakel Österberg, Alejandra Donoso, Enrique Sologuren
Roundtable: “On the development of writing proficiency in hindi-speaking learners in the age of AI: A teacher-centric approach from indian classrooms” by Jasleen Kaur
Roundtable: “Patterns of human–AI interaction in L2 writing: A critical AI literacy perspective” by Peiyun Liu
Roundtable: “Perceptions and usage of generative AI in academic writing across gender” by Catherine LeBlanc, Sara L. Schipper
Roundtable: “Reflecting on the similarities and differences between the graduate school experiences of international EAL and US native-English-speaking students” by Carol Severino
Roundtable: “Reframing the humanity of the L2 writing teacher: An ecological approach to GenAI-assisted “wrighting” practices” by Ming-i Lydia Tseng
Roundtable: “Shifting paradigms to assets-based, corrective feedback on vocabulary in writing: A hierarchy for developing teacher candidates’ word knowledge” by Anne Ediger, Mark Romig
Roundtable: “Situated knowledge in writing teacher professional development: AI support for L2 educators in the Global South” by Robin Rhodes
Roundtable: “Sounding like yourself: L2 writer voice, AI mediation, and access-oriented pedagogy in first-year composition” by Seth Tendler
Roundtable: “Student perceptions of using short stories in a Japanese university EFL creative writing classroom” by Camilo Villanueva
Roundtable: “Supporting L2 writing development through self-regulated learning in a GenAI-assisted classroom” by Tzu-Shan Chang
Roundtable: “Supporting writing development in primary EFL classrooms: A task-based, multisensory, and AI-supported approach” by Xuemei Huang
Roundtable: “The human touch in peer writing support: Evolution of the PAW program at Tokyo International University in the age of AI” by George Hays
Roundtable: “The humanity of writing teachers: (Re)negotiating identity in AI-mediated EMI L2 writing classrooms” by Silvia VaccinoSalvadore, Anoud Abusalim
Roundtable: “The impact of L2 writing proficiency on tertiary academic performance” by Rachael Ruegg
Roundtable: “The limits of agency: Rethinking directed self-placement in the post-pandemic AI world” by Lynn Ishikawa
Roundtable: “The relationship between writing teachers’ academic writing norms and their perceptions of generative artificial intelligence output in Japanese English-as-a-foreign-language tertiary educational contexts” by Naoya Shibata, Misa Fujinuma
Roundtable: “The use of AI in college writing and learner moral self-image: Does language background play a role?” by Sharona Moskowitz, Christine Rosalia
Roundtable: “The writing teacher’s role in the age of AI: Judgment and ethical mediation in L2 writing” by Yoonseo Kim, Alexandra Elizabeth Lee
Roundtable: “Translation as genre-based L2 writing: Genre awareness and cultural reasoning in multilingual textual recontextualization” by Chris Du, Cathleen Wen Li
Roundtable: “Unacclimatized? Understanding the potential of labor-based contract grading interventions in Chinese EFL writing contexts” by Chenggang Liang, Shulin Yu, Nan Zhou
Roundtable: “Undergraduate vs. graduate students’ use of AI: Why and how” by Nagwa Kassabgy
Roundtable: “Understanding L2 writing complexity development through L2 proficiency and task complexity” by Seungeun Lee
Roundtable: “Using generative AI as a dialogic partner for self-editing in beginner EFL writing” by Emi Hennessy
Roundtable: “Waiting for C-3PO: The strengths and shortcomings of AI translation” by Charles Kowalski
Roundtable: “What is source-based writing? Defining the required knowledge and skills to guide source-based writing in the age of AI” by Gavin O’Neill
Roundtable: “What remains human about the L2 writing teacher in the age of AI?” by Hae Chin Moon, Alexandra Elizabeth Lee
Roundtable: “Writing through entanglement: Ecology, translation, and transnational literacies across China and Qazaqstan” by Joseph Wilson, Xiqiao Wang
Colloquia | Papers | Roundtables | Workshops | Discussions
Workshops
Workshop: “Beyond ChatGPT: AI tools for literature search and smart reading” by Svetlana Suchkova
Workshop: “Design and implementation of an online writing module for learning-oriented assessment” by Yutaka Ishii, Yasuyo Sawaki, Yumi Fujita
Workshop: “Designing AI supported dialogue tasks for L2 writing classrooms” by Daniel Kim, Alexandra Elizabeth Lee
Workshop: “From diagnosis to design: Integrating AI into ESP writing through situated classroom tools” by Sophie McBride, Aitor Garcés-Manzanera
Workshop: “IMPAR3 as a teacher-designed recursive genre ecology in L2 writing” by Prumel Barbudo
Workshop: “Learning from mistakes: Error logs and purposeful use of automatic correction tools” by Peter Macdonald
Workshop: “Productive tensions: Using cognitive dissonance and AI to spark L2 writing ideas” by Hossameldin Attia
Workshop: “Re-envisioning analogue for critical thinking, revision, and reflection in the age of AI: Connecting first year and advanced composition” by Karen Foltz, Junghwa Kim
Workshop: “Rules, norms, or strategies? an institutional grammar and LLM-based analysis of university AI policies” by Changdeok Gim, Junghwa Kim
Colloquia | Papers | Roundtables | Workshops | Discussions
Discussions
Discussion: “Belonging, mastery, and machine intelligence in K–12 second‑language writing: A conversation across contexts” by Julie Goldman
Discussion: “Can group project writing preserve meaningful student and teacher agency in the age of AI?” by Ida Klitgård
Discussion: “Exercising your language muscles: Effective, ethical AI use for second language learning” by Angela Feekery, Kennedy Olivia
Discussion: “GenAI and building the conditions of humanizing writing pedagogy: Critical reflections from multilingual writing educators” by Eunjeong Lee, Khánh Lê, Trish Morita-Mullaney
Discussion: “Human–AI collaboration in L2 writing feedback: Teacher agency, student perceptions, and prompt literacy” by Harris Bras, Masakazu Mishima, Mira Baker, Mei-Hung Lin
Discussion: “Operationalizing global Englishes concepts into second-language writing practices” by Kenny Harsch
Discussion: “Preventing AI or preventing access? Developing AI policies for linguistic justice” by Todd Ruecker, Aly Welker, cookie egret
Discussion: “The use of learner corpora to teach second language writing in the age of AI” by Robert MacIntyre
Discussion: “Translanguaging, modality, and deaf writers: A guided discussion of secondary students’ writing” by Hannah Dostal, Kimberly Wolbers
Discussion: “What do writing teachers do now?” by Manuel Senna IV
Colloquia | Papers | Roundtables | Workshops | Discussions