Saturday, October 24, 2026
12:45 pm – 1:15 pm | Roundtables and Discussions
International Conference Hall III
Table 1 | Discussion
Human–AI collaboration in L2 writing feedback: Teacher agency, student perceptions, and prompt literacy
Presenters: Harris Bras, Masakazu Mishima, Mira Baker, Mei-Hung Lin
This discussion session explores how generative AI is reshaping feedback practices in L2 writing classrooms. Drawing on three classroom-based studies, presenters examine teacher–AI co-assessment, student perceptions of AI-assisted feedback, and the role of prompt literacy. Participants will discuss practical strategies for integrating AI while maintaining teacher agency and supporting student learning.
Table 2 | Discussion
Can group project writing preserve meaningful student and teacher agency in the age of AI?
Presenters: Ida Klitgård
This discussion explores whether group project writing can preserve meaningful agency in AI-mediated L2 contexts. Using Roskilde University’s Problem-Oriented Project Learning model as an example, it examines how relational pedagogy may counter cognitive off-loading, surveillance-based teaching and shifting epistemic authority in increasingly automated writing environments.
Table 3 | Discussion
Exercising your language muscles: Effective, ethical AI use for second language learning
Presenters: Angela Feekery, Kennedy Olivia
This session invites educators to explore how we can teach language learners to engage with AI tools as springboards for deeper learning rather than using them as shortcuts that weaken language development and proficiency. The question at the centre of this conversation is: How can we train students learning a foreign language to engage with LLMs and AI translation tools meaningfully and ethically to inform their learning without them building dependency that hinders written language development?
Table 4 | Discussion
Translanguaging, modality, and deaf writers: A guided discussion of secondary students’ writing
Presenters: Hannah Dostal, Kimberly Wolbers, Leala Holcomb
This discussion session invites participants to examine how deaf secondary writers are positioned within second language writing research and pedagogy. After a brief overview of research findings and sample texts, attendees will engage in a guided discussion about translanguaging, modality, instructional design, and systemic considerations shaping the teaching and interpretation of deaf students’ writing.
Table 5 | Roundtable
Issues in peer review and communication: Practices for cultivating confidence in L2 writing
Presenters: Ashton E. Dawes, Kathryn Jurns
This roundtable argues for maintaining the human dimension of writing through communicative and peer review approaches. It begins with a presentation on a new edited volume focused on cultivating students’ confidence in discussing writing, followed by a group discussion on peer review training, current practices, and ongoing research in the field.
Table 6 | Roundtable
What is source-based writing? Defining the required knowledge and skills to guide source-based writing in the age of AI
Presenters: Gavin O’Neill
In order to clarify how GenAI should and should not be used in source-based writing, the knowledge and skills required for such writing must first be defined. This presentation introduces an operationalization of source-based writing, tested with a diverse sample of graduate students and proposed as a framework for instruction.
Table 7 | Roundtable
Using generative AI as a dialogic partner for self-editing in beginner EFL writing
Presenters: Emi Hennessy
How can generative AI support beginner EFL writers without replacing their thinking? This roundtable shares classroom research of Japanese university students and explores using AI as a dialogic partner in self-editing. Participants will discuss practical ways to design AI-supported writing tasks that promote interaction, reflection, and learner agency.
Table 8 | Roundtable
Reflecting on the similarities and differences between the graduate school experiences of international EAL and US native-English-speaking students
Presenters: Carol Severino
This presentation uses narrative inquiry in two mixed settings—a Writing in the Disciplines course and Dissertation Summer Camp—to reflect on: 1) the similarities vs. differences between international E.A.L. and U.S. native-English-speaking graduate students’ experiences; and 2) the most caring stance on that debate to communicate to international students.
Table 9 | Discussion
What do writing teachers do now?
Presenters: Manuel Senna IV
What do writing teachers do now? AI hasn’t come for our jobs (yet), but it has impacted the way students see us as figures of authority. This discussion explores how AI is reshaping SLW instructor roles by redistributing and complicating authority and professional identity in the L2 classroom.
Saturday, October 24, 2026
1:20 pm – 1:50 pm | Roundtables and Discussions
International Conference Hall III
Table 1 | Discussion
Belonging, mastery, and machine intelligence in K–12 second‑language writing: A conversation across contexts
Presenters: Julie Goldman
This session examines how K–12 educators foster humanity‑centered, second‑language writing amid rising AI use. Drawing on a 2024 U.S. Department of State early‑literacy project in Leyte, Philippines, and California classrooms, it highlights a framework emphasizing belonging, mastery, reflection, and community‑connected learning in an AI‑mediated educational landscape.
Table 2 | Discussion
Operationalizing global Englishes concepts into second-language writing practices
Presenters: Kenny Harsch
Several recent articles have highlighted how Global Englishes (GE) perspectives can improve L2 writing instruction. Examples include GE-influenced rubrics and feedback, awareness of journals’ English-language submission policies, and combining GE content with genre awareness in writing courses. Participants will discuss how to operationalize these concepts in their teaching practice.
Table 3 | Discussion
GenAI and building the conditions of humanizing writing pedagogy: Critical reflections from multilingual writing educators
Presenters: Eunjeong Lee, Khánh Lê, Trish Morita-Mullaney, Diep Nguyen
This discussion session aims to offer a space for critical reflections on GenAI in relation to what it means and takes to create humanizing conditions in which we and our students teach and learn writing in/as multilingual bodies.
Table 4 | Discussion
Preventing AI or preventing access? Developing AI policies for linguistic justice
Presenters: Todd Ruecker, Aly Welker
This discussion session examines the complexities of AI use among L2 writers in “mainstream” writing classrooms in the U.S. The facilitators will speak from their own teaching experiences, sharing insights from classroom policy discussions and student AI-assisted writing samples, and engage attendees in a discussion on challenging questions that arise around AI use among L2 students.
Table 5 | Discussion
The use of learner corpora to teach second language writing in the age of AI
Presenters: Robert MacIntyre
This presentation discusses the use of learner corpora to teach the features of metadiscourse in academic writing. Although metadiscourse is a popular area of research (Hyland, 2017), there has been less attention confirmed to how to teach this important aspect of communication at the university level.
Table 6 | Roundtable
Distinguishing human-written from machine-generated text: Comparing language teachers, AI checker apps and LLMs
Presenters: John Bankier
This study compares whether teachers, AI checkers and large language models can distinguish text produced by real L2 writers from that generated by an LLM (ChatGPT) or translation software (DeepL). The presentation will focus on production of texts, coding of the survey using AI, and insights from a pilot survey.
Table 7 | Roundtable
Mapping student agency in project-based CLIL: Structural patterns from an explanatory sequential mixed-methods study
Presenters: Masakazu Mishima
This study examines how learner agency is structurally patterned in a project-based CLIL course integrating generative AI. Using survey data analyzed through exploratory PCA, three dimensions emerged: productive–collaborative, analytical–critical, and expressive–ownership agency. Findings suggest digital tools redistribute rather than diminish agency, reshaping autonomy, authorship, and participation in technology-mediated language learning.
Table 8 | Roundtable
Perceptions and usage of generative AI in academic writing across gender
Presenters: Catherine LeBlanc, Sara L. Schipper
Ethical concerns regarding AI use in writing often overlook student voices. This presentation addresses this issue by investigating university learners’ use and perceptions of AI across gender. The researchers will report findings from a mixed-methods survey and make recommendations allowing for more inclusive learning experiences in the age of AI.
Saturday, October 24, 2026
2:55 pm – 3:25 pm | Roundtables
International Conference Hall III
Table 1 | Roundtable
Examining the relationships between efficient test tasks on the updated TOEFL iBT and extended writing performances
Presenters: Daniel Isbell, Ching-Ni Hsieh, Renka Ohta
To assess writing proficiency, the TOEFL iBT now features an efficient test task called Build a Sentence alongside extended writing tasks. We investigate the relationships between Build a Sentence task scores and performance on the retired TOEFL Integrated Writing task and self-assessments of writing ability among 150 examinees.
Table 2 | Roundtable
The limits of agency: Rethinking directed self-placement in the post-pandemic AI world
Presenters: Lynn Ishikawa
This roundtable examines the practice of directed self-placement and challenges the primacy of student agency in placement decisions, arguing that such primacy undermines the notion that writing skill takes time to develop and risks ignoring students’ need for academic support at a time when such support is critical to development.
Table 3 | Roundtable
Sounding like yourself: L2 writer voice, AI mediation, and access-oriented pedagogy in first-year composition
Presenters: Seth Tendler
This roundtable explores how multilingual writers negotiate voice in AI-supported first-year composition. Drawing on classroom-based research and access-oriented pedagogy, it considers how strategies often associated with neurodivergent writing support may help L2 writers develop rhetorical agency, ownership, and revision practices without allowing AI to replace their thinking.
Table 4 | Roundtable
Waiting for C-3PO: The strengths and shortcomings of AI translation
Presenters: Charles Kowalski
Has the universal translator of science fiction become reality? If AI can translate into any language instantly, why study second-language writing? This presentation gives 10 reasons why AI translation, though a useful labor-saving device, cannot substitute for a bilingual human. The universal translator still lives in a galaxy far away.
Table 5 | Roundtable
A nurse’s purpose: A literacy-oriented AI writing pedagogy for cultivating care and empathy through task-based EFL writing
Presenters: Tuyuan Cheng
This study proposes a literacy-oriented AI writing pedagogy that uses task-based, scaffolded writing to cultivate nursing students’ care and empathy. Integrating AI tools and film-based prompts, it highlights teacher agency in guiding ethical reflection and sustaining the humanity of writing instruction in the age of AI.
Table 6 | Roundtable
Mindful intelligence in the age of artificial intelligence: How multilingual students experience mindfulness and AI in EFL first year writing courses
Presenters: Pietera Fraser
A continuation of in-progress research presented last year, this completed study reveals how multilingual writers experience Generative AI in concert with mindfulness in EFL first year writing courses at a US branch campus in Japan. The presenter provides insight into how mindfulness influences students’ relationships with Generative AI and academic writing.
Table 7 | Roundtable
Training ChatGPT as peers via prompt engineering
Presenters: Hui-Tzu Min, Francisco de Borja Navarro
We will report on the preliminary results of how we trained ChatGPT to provide feedback as peers that follow a 3-step procedure–identifying problems, explaining problems, and providing suggestions–and 7 quality standards, and discuss with the audience strategies for refining prompts to help students elicit quality feedback from ChatGPT.
Table 8 | Roundtable
Designing a teaching method to help Japanese EFL students produce well-supported argumentative essays
Presenters: Taeko Kamimura, Gaku Uehara
A study was conducted to examine the impact of a teaching method designed to enhance Japanese EFL students’ ability to produce effective argumentative essays by promoting the use of more objective reasoning and generic second-person pronouns. Both quantitative and qualitative analyses demonstrated the positive effects of the instructional intervention.
Saturday, October 24, 2026
3:30 pm – 4:00 pm | Roundtables
International Conference Hall III
Table 1 | Roundtable
Writing through entanglement: Ecology, translation, and transnational literacies across China and Qazaqstan
Presenters: Joseph Wilson, Xiqiao Wang
This roundtable examines writing as entangled with material ecologies, centering ethnographic research with two second language writers: Ke, composing amid ecological consequences of labor migration in rural China, and Zere, a Qazaq student shaped by Soviet nuclear contamination and language reclamation efforts in Qazaqstan.
Table 2 | Roundtable
AI feedback and learner agency in L2 writing: A think-aloud study of revision processes
Presenters: Yuka Ohkishima, Aiko Sano
Generative AI is reshaping L2 written feedback, yet learners’ revision processes remain underexplored. This case study shows ChatGPT increased feedback uptake but reduced reflective decision-making, while Grammarly promoted deeper engagement and learner ownership. Findings suggest different AI feedback types differentially affect cognitive processing and agency in L2 writing revision.
Table 3 | Roundtable
Idle in India: Large classes, business English, and AI
Presenters: Mark Dressman, Utkarsh Jajodia, Ayoub El Mohamedi
Students and their instructor from an Indian business school describe how students’ backgrounds as informal English learners and avid users of AI were key to revising Business English for classes of 90 students, using project-based small group learning, open uses of AI, and in-class workshops monitored by the instructor.
Table 4 | Roundtable
Reframing the humanity of the L2 writing teacher: An ecological approach to GenAI-assisted “wrighting” practices
Presenters: Ming-i Lydia Tseng
Generative artificial intelligence (GenAI) is a rapidly emerging technology with the capability to construct responses to user prompts. Such a technology has transformed the L2 writing field. This study focuses on integration of humanity, professional judgment, and human agency in GenAI Digital Multimodal Composing (DMC) practices by using ecological professional development framework for L2 teachers.
Table 5 | Roundtable
Student perceptions of using short stories in a Japanese university EFL creative writing classroom
Presenters: Camilo Villanueva
Literature is re-emerging in L2 education despite limited classroom use. This study examined 25 EFL students’ perceptions of short stories in a creative writing course using language-based and reader-response approaches. Pre- and post-surveys showed improved attitudes toward reading, writing, listening, and cultural awareness, supporting integration of literary texts in writing instruction.
Table 6 | Roundtable
Enhancing teacher feedback effectiveness in L2 writing through CAF-informed learner profiles and a corrective-dialogic approach
Presenters: Thao Le
This study explores how teacher feedback effectiveness in L2 writing can be enhanced by applying learner profiles derived from Complexity, Accuracy, and Fluency (CAF) in everyday teaching. It examines how these profiles guide focused, stage-appropriate corrective-dialogic feedback and learners’ engagement across feedback and revision cycles.
Table 7 | Roundtable
A Q-methodology study on EFL writers’ metacognitive experiences in GenAI-assisted writing
Presenters: Jiahao Zheng
This Q-methodology study explores 20 EFL graduate learners’ metacognitive experiences using GenAI in writing. It identifies three profiles: boundary-conscious editors, prompt-driven writers, and efficiency-oriented collaborators. Collectively, students view GenAI as a conditional scaffold, rather than surrendering their writer agency.
Table 8 | Roundtable
AI-mediated digital multimodal composing in L2 writing
Presenters: Daniel G. Dusza
This roundtable discusses the emergence of AI-mediated Digital Multimodal Composing (DMC) as a form of digital literacy and how it redefines communicative and cognitive development among writers, teachers, and technologies. Academic argument-essay data will be presented to investigate corrective feedback in AI interactions for improving texts and developing writers.
Table 9 | Roundtable
Exploring willingness to communicate and L2 writing performance: Insights from a task-based assessment
Presenters: Hoa Thi Vinh Le, Nicole Ziegler, Lara Bryfonski, Meg Montee
This study examines willingness-to-communicate (WTC) in L2 writing within task-based instruction. Using a time-series mixed-methods design with Vietnamese learners (N=37), results show increased WTC and writing performance over time. WTC predicted performance only when operationalized as a trait-like variable, and there were no significant effects for task type.
Saturday, October 24, 2026
4:05 pm – 4:34 pm | Roundtables
International Conference Hall III
Table 1 | Roundtable
The humanity of writing teachers: (Re)negotiating identity in AI-mediated EMI L2 writing classrooms
Presenters: Silvia VaccinoSalvadore, Anoud Abusalim
As generative AI (GenAI) enters EMI university classrooms in the UAE, L2 writing teachers must renegotiate their professional identities. Drawing on interviews with writing instructors, this study examines how teachers negotiate GenAI’s influence on expertise, authority, and responsibility while supporting multilingual writers. Findings highlight the continued importance of human judgment and care.
Table 2 | Roundtable
Patterns of human–AI interaction in L2 writing: A critical AI literacy perspective
Presenters: Peiyun Liu
Critical AI literacy (CAIL), extending beyond AI literacy, empowers L2 writers to navigate ethical, cultural, and linguistic tensions inherent in human-AI interaction. This qualitative study of 12 Chinese EFL learners using ChatGPT explores CAIL enactment, influenced by proficiency and context, highlighting varied patterns and implications in AI-mediated writing.
Table 3 | Roundtable
Developing critical AI literacy and rhetorical agency in a first year writing seminar for second language writers
Presenters: Gusztav Demeter
This presentation showcases a first year L2 writing seminar that develops critical AI literacy through dialogic inquiry and scaffolded tasks. Students learn to assess when AI use supports or constrains their writing, foregrounding human judgment and voice to build rhetorical responsibility, ethical awareness, and authorship in AI mediated contexts.
Table 4 | 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
Presenters: Naoya Shibata, Misa Fujinuma
This presentation explores the relationship between teachers’ academic writing standards and their perceptions of generative artificial intelligence (GenAI) output for academic writing in Japanese English-as-a-foreign-language tertiary educational contexts. Presenters also underline the important role of human teacher judgment to help learners maintain their authorial voice in the age of GenAI.
Table 5 | Roundtable
Supporting L2 writing development through self-regulated learning in a GenAI-assisted classroom
Presenters: Tzu-Shan Chang
Generative AI improves efficiency and productivity in L2 writing but does not guarantee better learning outcomes. Students often overrely on it and lack reflective development. This study integrates self-regulated learning strategies to foster autonomy, enhance writing competence, reduce teacher dependence, and align AI use with metacognitive growth in L2 writing contexts.
Table 6 | Roundtable
Back to the basics: Exploring why we write in a composition class
Presenters: Rachel LaMance
(Un)inspired by students’ increased AI use and decreased engagement in first-year composition, I scrapped my existing curriculum and went back to the basics. Through analyzing professional writers’ reflections and interviewing non-professional writers, we explored the multiple human dimensions of writing and defended it as a worthwhile activity.
Table 7 | Roundtable
Undergraduate vs. graduate students’ use of AI: Why and how
Presenters: Nagwa Kassabgy
This action research examines how undergraduate vs. graduate students use generative AI in academic writing. Using surveys and interviews, it finds graduates apply more critical evaluation, while undergraduates need more support. The study highlights students’ motivations and practices, offering pedagogical and ethical insights for effectively integrating AI into higher education writing instruction.
Table 8 | Roundtable
Beyond metadiscourse markers: Tracing the dialogic construction of authorial voice in a Chinese EFL novice scholar’s publication trajectories
Presenters: Yixiao Hou
This roundtable discusses an ongoing longitudinal case study tracing how a Chinese EFL novice scholar constructs authorial voice across two English-medium publication trajectories. Drawing on drafts, reviewer feedback, writer reflection, and reader evaluation, it invites discussion on how L2 writing researchers can study voice as dialogic, developmental, and publication-mediated.
Table 9 | Roundtable
What remains human about the L2 writing teacher in the age of AI?
Presenters: Hae Chin Moon, Alexandra Elizabeth Lee
This discussion examines what remains distinctly human about the work of L2 writing teachers in the age of AI. Framed by scholarship on teacher judgment, feedback, ethics, and care, it invites participants to debate whether teacher humanity is best understood as mediation, relationship, authority, pedagogical responsibility, or something else today.
Sunday, October 25, 2026
12:45 pm – 1:15 pm | Roundtables and Workshops
International Conference Hall III
Table 1 | Workshop
Learning from mistakes: Error logs and purposeful use of automatic correction tools
Presenters: Peter Macdonald
This presentation outlines a teaching intervention in an academic writing class. Automatic correction tools in Google Docs were purposefully turned off and on during the writing process, while flagged errors were recorded in an ‘error log’. This pedagogical use of automatic correction may help students better learn from their mistakes while also making their learning visible to teachers.
Table 2 | Workshop
From diagnosis to design: Integrating AI into ESP writing through situated classroom tools
Presenters: Sophie McBride, Aitor Garcés-Manzanera
This workshop showcases two AI-supported ESP writing tools developed from a student diagnostic study on digital writing and AI use. Attendees will explore’CargoLink’ and ’EduOS 3’, reflect on task design and AI integration, and consider how to adapt these approaches to their own teaching contexts.
Table 3 | Roundtable
Translation as genre-based L2 writing: Genre awareness and cultural reasoning in multilingual textual recontextualization
Presenters: Chris Du, Cathleen Wen Li
This study reconceptualizes translation as genre-based L2 writing and argues that translation quality depends on genre awareness and culturally situated rhetorical knowledge rather than linguistic fidelity alone. Through comparative analysis of Chinese poetry translations, it examines how multilingual writers negotiate genre expectations and proposes pedagogical implications for L2 writing instruction.
Table 4 | Roundtable
Educator perspectives on the fairness of automated writing scoring and feedback for young multilingual learners
Presenters: Mark Chapman, Jieun Kim, Jason Kemp, Ahyoung Alicia Kim, Lynn Shafer Willner
The use of automated writing scoring and feedback (AWSF) in assessments is growing with the advent of generative AI tools. This study explores U.S. K-12 educators’ perspectives. Overall, educators reported limited familiarity with AWSF, moderate confidence in scores, optimism for the benefits of automated feedback, but concern for linguistic bias.
Table 5 | Roundtable
Meshing the streets of angora with the bridge of pittsburgh: Enacting ecological and translingual pedagogy
Presenters: Xiqiao Wang
This presentation draws on ethnographic data gathered in a bridge writing class at a US university to discuss the affordances of a pedagogical innovation that enacts ecological, translingual theories and integrates experiential learning, emerging technologies, and multimodal composition to encourage multilingual, transnational students’ spatial entanglement with the university and the city.
Table 6 | Workshop
Rules, norms, or strategies? an institutional grammar and LLM-based analysis of university AI policies
Presenters: Changdeok Gim, Junghwa Kim
Despite the rapid integration of generative AI into academic practices, institutional governance frameworks guiding its use across higher education remain nascent and fragmented. This gap is especially manifested at the upper-division level, where students routinely engage AI tools for academic tasks. This study examines whether current AI guidelines constitute enforceable rules, merely suggestive norms, or informal strategies.
Table 7 | Roundtable
Student choice in written corrective feedback: Effects on writing development and teacher workload in a Japanese EFL context
Presenters: Andrew Barnes, Cameron Flinn, Jerrie Zhang
This study investigated whether allowing Japanese EFL students to choose the type and scope of WCF affects writing development and teacher workload. Student choice resulted in limited improvements in writing outcomes, but it reduced teacher feedback time. This suggests accommodating learner preferences may improve the sustainability of classroom feedback practices.
Table 8 | Roundtable
Beyond compliance: GAI and the sociolinguistic ecology of academic knowledge production
Presenters: Pejman Habibie
Large language models are transforming scholarly writing. In ERPP, debates on generative AI often emphasize compliance and individual responsibility. This presentation reconceptualizes AI ethics as distributed across scholars, institutions, and infrastructures within a global knowledge economy. It examines how AI reshapes academic legitimacy, multilingual scholars’ positioning, and the sociolinguistic ecology of knowledge production.
Sunday, October 25, 2026
1:20 pm – 1:50 pm | Roundtables and Workshops
International Conference Hall III
Table 1 | Workshop
Re-envisioning analogue for critical thinking, revision, and reflection in the age of AI: Connecting first year and advanced composition
Presenters: Karen Foltz, Junghwa Kim
This workshop examines key instructional components in inquiry-based writing and the curricular alignment between intro and advanced composition at George Mason University’s Fairfax and Korea campuses. Drawing on course syllabi, student writing samples, and student reflections, the presenters discuss curricular gaps, linguistic awareness, metacognition, development, and students’ reflection on AI use across the composition sequence.
Table 2 | Workshop
Design and implementation of an online writing module for learning-oriented assessment
Presenters: Yutaka Ishii, Yasuyo Sawaki, Yumi Fujita
This workshop introduces an online writing module, W-Writing, designed for Learning-Oriented Assessment (LOA). The module aims to promote learners’ engagement with feedback and the development of summary writing skills. We outline its theoretical rationale and demonstrate how LOA principles are operationalized in the automated feedback design to facilitate revisions.
Table 3 | Roundtable
Shifting paradigms to assets-based, corrective feedback on vocabulary in writing: A hierarchy for developing teacher candidates’ word knowledge
Presenters: Anne Ediger, Mark Romig
Addressing a lack of research on effective vocabulary feedback in writing, we discuss a hierarchy based on word knowledge that helps teachers move from simple corrective feedback to tailored, instructive feedback. Participants will leave with a deeper understanding of word knowledge and a jointly-developed plan for developing teachers’ knowledge base.
Table 4 | Roundtable
Enhancing persian writing in online classrooms through multimodal, student-centered instruction
Presenters: Neda Sahranavard
This study explores how integrating multimodal, student-selected materials in online Persian courses enhances writing skills, engagement, and community. Through journaling, multimedia narratives, and collaborative assignments, learners connect language tasks to personal experiences, develop digital literacy, and affirm their multicultural identities. Findings highlight the effectiveness of student-centered, inclusive approaches in language instruction.
Table 5 | Roundtable
From corrector to coordinator: Evolving teacher identities and feedback practices in the era of generative AI
Presenters: Ju Chuan (Cindy) Huang
Adopting a reflective practice approach, the presenter examined her own feedback practices as a graduate adviser, addressing students’ use of AI in thesis writing. Drawing on Zhai’s (2025) framework of evolving teacher roles, this study will illustrate how the presenter’s identity evolves as the focus of her feedback shifts.
Table 6 | Roundtable
The human touch in peer writing support: Evolution of the PAW program at Tokyo International University in the age of AI
Presenters: George Hays
This presentation examines how Tokyo International University’s Peer Advisers for Writing (PAW) complement writing teachers by providing distinct peer-to-peer support for L2 writers. It explores how peer advisors extend the humanity of writing instruction through unique relational dynamics, offering a different form of support that enriches the ecosystem of human guidance in the age of AI.
Table 7 | Workshop
IMPAR³ as a teacher-designed recursive genre ecology in L2 writing
Presenters: Prumel Barbudo
This workshop presents IMPAR³ as a purposefully-designed teaching framework developed for low-proficiency EFL writers. Framed as a recursive genre ecology linking writing and speaking, it draws on systemic functional linguistics and genre-based pedagogy to demonstrate how structured re-engagement with genre staging and cross-modal retelling supports sustained improvement in writing performance.
Table 8 | Roundtable
On the development of writing proficiency in hindi-speaking learners in the age of AI: A teacher-centric approach from indian classrooms
Presenters: Jasleen Kaur
This study investigates how Hindi-speaking L2 learners of English develop writing proficiency with AI tools. Through a mixed-methods approach involving classroom observations, teacher interviews, and student writing samples, we explore pedagogical strategies that balance technology use with humanistic teaching practices in Indian educational contexts.
Table 9 | Roundtable
The use of AI in college writing and learner moral self-image: Does language background play a role?
Presenters: Sharona Moskowitz, Christine Rosalia
This project explores college writing students’ views of their morality in relation to AI use. L1 and L2 users of English will be compared. Results are expected to show that L2 users have fewer qualms with AI use in English writing, considering it more of a tool than a replacement.
Sunday, October 25, 2026
1:55 pm – 2:25 pm | Roundtables and Workshops
International Conference Hall III
Table 1 | Workshop
Beyond ChatGPT: AI tools for literature search and smart reading
Presenters: Svetlana Suchkova
The workshop aims at providing an opportunity to engage with AI tools for smart literature search. Through hands-on activities, attendees will generate personally relevant output, discuss its quality and strategies for handling it further to ensure human agency and authorship. The exchange of ideas and experience might be beneficial for writing instructors in shaping up their policies around AI use in academia and publishing.
Table 2 | Workshop
Productive tensions: Using cognitive dissonance and AI to spark L2 writing ideas
Presenters: Hossameldin Attia
This workshop explores how cognitive dissonance, triggered by generative AI prompts, can enhance brainstorming in L2 writing. By confronting contradictory perspectives, learners refine ideas into nuanced, researchable topics. Using electric vehicles.
Table 3 | Roundtable
“It’s not really my voice anyway”: Rethinking voice and authenticity in AI-mediated L2 writing
Presenters: Nawal Alhodithi
This study reveals a “voice–language paradox” among Saudi EFL students: despite expressing voice concerns, they show diminished authenticity ownership in English writing, accepting AI-generated text more readily than in Arabic.
Table 4 | Roundtable
AI-assisted writing feedback in EFL classrooms: A longitudinal CAF study across semester and year-long courses
Presenters: Masahiro Kobayashi
An AI-powered writing feedback system was deployed in four Japanese university EFL classes over one semester or a full academic year. CAF analysis revealed complexity and accuracy gains exclusively in year-long classes. Usage frequency showed no correlation with gains, highlighting the need for further investigation into mediating factors.
Table 5 | Roundtable
Creative writing as an antidote to AI: Launching a multilingual creative arts magazine
Presenters: Kristen Vogel
In this roundtable, I will share the process of launching a student-led, multilingual, creative arts magazine and its impact on students across campus. Participants will be invited to consider how they may offer similar outlets for L2 writers, especially as an antidote to AI-generated writing.
Table 6 | Roundtable
Unacclimatized? Understanding the potential of labor-based contract grading interventions in Chinese EFL writing contexts
Presenters: Chenggang Liang, Shulin Yu, Nan Zhou
Despite growing interest in labor-based contract grading, limited evidence exists in L2 contexts. This study (N=160) found that, compared with traditional assessment, it led to less improvement in L2 writing performance and no significant gains in affective outcomes, highlighting the importance of contextual factors in its implementation.
Table 7 | Roundtable
Motivation and foreign language writing in the era of generative AI: A systematic literature review
Presenters: Alejandra Donoso
The present Systematic literature review examines how prior research conceptualizes and reports the relationship between motivation, generative AI and academic writing development among university students enrolled in language studies. The study aims to map the existing literature, identify the main theoretical and methodological approaches to motivation, and summarize key findings.
Table 8 | Roundtable
AI-aided translation and human rights advocacy
Presenters: Michael MacDonald
Concerns about ethical AI use speak to the broader politics of language acquisition, and there is no easy answer for asylum-seekers who need English translation but lack the resources for an interpreter. This paper will examine what might be lost or gained when human rights advocacy turns to non-human intervention.