{"id":1475,"date":"2025-07-23T01:05:19","date_gmt":"2025-07-23T08:05:19","guid":{"rendered":"https:\/\/pmatsuda.net\/sslw\/?page_id=1475"},"modified":"2025-09-30T03:54:26","modified_gmt":"2025-09-30T10:54:26","slug":"2025-plenary-speakers","status":"publish","type":"page","link":"https:\/\/pmatsuda.net\/sslw\/2025-plenary-speakers\/","title":{"rendered":"2025 Plenary Speakers"},"content":{"rendered":"\n
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Technology & Writing: Past, Present & Future<\/a><\/strong>
Greg Kessler<\/strong>
Ohio University, USA<\/p>\n<\/div>\n\n\n\n

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AI Integration in L2 Writing Education: <\/strong><\/a>
An Expertise Framework<\/strong><\/a>
Icy Lee
<\/strong>National Institute of Education
Nanyang Technological University, Singapore<\/p>\n<\/div>\n\n\n\n

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Balancing AI and Human Insight: Promoting Critical Awareness in L2
Writing Feedback<\/a><\/strong>
Atsushi Mizumoto<\/strong>
Kansai University, Japan<\/p>\n\n\n\n

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Click on the titles above for more information.<\/p>\n\n\n\n\n\n\n\n

Greg Kessler<\/h2>\n\n\n\n

Technology & Writing: Past, Present & Future<\/h3>\n\n\n\n

In this plenary, Dr. Greg Kessler will explore the role that technology has played throughout the history of writing, the role it plays today and the role it may play in the future. He will explore how technology is transforming and framing writing in educational contexts and what we can expect in the near and distant future. He will discuss how every aspect of writing has been influenced by technology and how writing has evolved because of the interplay between writing and technological evolution. He will share his thoughts about the influence that technology has had on these aspects of writing throughout the writing process, including how we plan, how we write, where we write, how we revise, when we revise, our motivation, audience, genre, etc. He will also share his thoughts about how these changes impact our teaching and learning domains. He will share how machines and automation have influenced writing over time. He will explore how writing, once a solitary human act, became a more collaborative human activity and then a collaboration between humans and machines. He will discuss the challenges presented by this new landscape as well as the various nuances and complexities associated with teaching and learning.<\/p>\n\n\n

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Greg Kessler<\/strong> has published extensively and delivered invited talks around the world. He is a professor of Innovative Learning Design & Technology in the Educational Studies department at Ohio University. His research addresses technology, teaching, learning, culture and language with an emphasis on teacher preparation and curricular design. He has published extensively and served as editor for numerous monographs, special issues and serial publications, including the TESOL Encyclopedia of English Language Teaching, CALICO Equinox book series, Advances in CALL Practice & Research, and the Language Teaching & Technology forum in the journal Language Learning & Technology among others. He has most recently been Fulbright Canada Research Chair of Digital Technologies and Sustainability in the Werklund School of Education at the University of Calgary. Greg Kessler has published extensively and delivered invited talks around the world. He is a professor of Innovative Learning Design & Technology in the Educational Studies department at Ohio University. His research addresses technology, teaching, learning, culture and language with an emphasis on teacher preparation and curricular design. He has published extensively and served as editor for numerous monographs, special issues and serial publications, including the TESOL Encyclopedia of English Language Teaching, CALICO Equinox book series, Advances in CALL Practice & Research, and the Language Teaching & Technology forum in the journal Language Learning & Technology among others. He has most recently been Fulbright Canada Research Chair of Digital Technologies and Sustainability in the Werklund School of Education at the University of Calgary.<\/p>\n\n\n\n

Back to 2025 Plenary Speakers<\/a><\/p>\n\n\n\n\n\n\n\n

Icy Lee<\/h2>\n\n\n\n

AI Integration in L2 Writing Education: An Expertise Framework<\/strong><\/h3>\n\n\n\n

Despite the growing body of research on the use of Generative AI (GenAI) in language education, uncertainty persists among language teachers about how best to harness this technology to empower students to take ownership of and maximize their learning. This challenge is further compounded by language teachers\u2019 lack of confidence and competence in using GenAI, as well as the absence of established guidelines to support its effective implementation.<\/p>\n\n\n\n

Taking the broader challenge of AI integration as a point of departure, this presentation proposes that L2 writing teacher education can benefit from an expertise framework that prioritizes adaptive expertise\u2014defined as the capacity to apply knowledge flexibly and innovatively in response to a complex and evolving educational landscape. Supported by adaptive expertise, L2 writing teachers do not merely apply existing knowledge; they continually engage in professional learning and development to meet the dynamic demands of AI integration. Building on this foundation, I present a quadruple expertise framework comprising four key dimensions: visionary, professional, collaborative, and emotional expertise. With visionary expertise<\/em> as the cornerstone, purposeful, meaningful, and responsible use forms the foundation for effective AI integration in L2 writing classrooms. Translating this into practice, teachers enact professional expertise<\/em> by applying learner-centred principles\u2014such as assessment as learning, metacognition, agentic engagement, and self-regulated learning\u2014when designing and guiding AI use. Collaborative expertise<\/em> involves teachers working not only with AI tools, but also with students to integrate AI in ways that are pedagogically productive and ethically sound. Finally, emotional expertise<\/em> supports teachers in navigating the affective and ethical tensions that accompany AI integration, allowing them to model emotional resilience and foster positive engagement with AI-supported writing.<\/p>\n\n\n\n

In this presentation, I unpack each dimension of the quadruple expertise framework and illustrate its application to AI use in L2 writing education, supported by practical examples.<\/p>\n\n\n

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Icy Lee<\/strong> is Professor of Education (TESOL & Language Education) at the National Institute of Education, Nanyang Technological University, Singapore. Her research focuses on second language writing and second language teacher education. Her work has appeared in leading international journals, including Applied Linguistics<\/em>, Assessing Writing<\/em>, Journal of Second Language Writing (JSLW)<\/em>, Language Teaching<\/em>, Language Teaching Research<\/em>, System<\/em>, and TESOL Quarterly<\/em>. She previously served as co-editor of JSLW<\/em> and currently holds editorial roles as Principal Associate Editor of The Asia-Pacific Education Researcher<\/em>, and co-editor of both the International Journal of Christianity & English Language Teaching<\/em> and the Disciplinary Dialogues section of JSLW<\/em>.<\/p>\n\n\n\n

Back to 2025 Plenary Speakers<\/a><\/p>\n\n\n\n\n\n\n\n

Atsushi Mizumoto<\/h2>\n\n\n\n

Balancing AI and Human Insight: <\/strong>
Promoting Critical Awareness in L2 Writing Feedback<\/strong><\/h3>\n\n\n\n

Generative AI tools are transforming L2 writing pedagogy by offering strengths in automated error correction and feedback. Research shows that learners benefit most when AI supports basic writing tasks, such as grammar and vocabulary, while human teachers address argumentation, coherence, and idea development. Students report that AI feedback feels precise and immediate, but they still rely on their instructors for guidance on meaning, structure, and nuance. Yet AI systems also carry unseen biases. Their judgments may reflect cultural norms embedded in training data, which can color feedback, especially on sensitive topics or culturally diverse writing. <\/p>\n\n\n\n

A systematic review of GenAI in L2 writing found that AI can reinforce cultural bias and privilege standard language norms over others. Western-centric AI suggestions have also been shown to shift non-Western writers toward dominant stylistic norms, resulting in a reduction of cultural variation in their writing.<\/p>\n\n\n\n

This talk draws on empirical studies to offer a balanced training model for writing teachers. It begins with AI tools handling basic error correction in grammar and vocabulary, freeing instructors to focus on more complex aspects such as argument development and coherence. Teachers then critically review AI feedback for cultural sensitivity and fairness, encouraging students to do the same. Reflective activities prompt both teachers and students to ask if the feedback assumes a single cultural norm or alternative expressions could be used. The approach is illustrated through three elements: automated error identification guided by student performance data; teacher-led assessment of content, logic, and meaning; and classroom activities that make AI review a shared, critical process. Training teachers to oversee AI tools responsibly can strengthen instruction while keeping fairness central. When balanced and overseen by informed L2 writing teachers, AI can play a helpful role in classrooms without compromising cultural awareness or instructional rigor.<\/p>\n\n\n

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Atsushi Mizumoto<\/strong>, Ph.D. in Foreign Language Education, is a Professor at the Faculty of Foreign Language Studies and the Graduate School of Foreign Language Education and Research, Kansai University, Japan. He has published scholarly articles in leading journals, including Applied Linguistics, Language Learning, Language Teaching Research, Language Testing, and System. He is the recipient of the Research Encouragement Award from the Japanese Association for English Corpus Studies (2016) and the Award for Outstanding Academic Achievement from Language Education and Technology (2017). For more information or to connect via social media, please visit his website: https:\/\/mizumot.com\/<\/a><\/p>\n\n\n\n

Back to 2025 Plenary Speakers<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Technology & Writing: Past, Present & FutureGreg KesslerOhio University, USA AI Integration in L2 Writing Education: An Expertise FrameworkIcy LeeNational Institute of EducationNanyang Technological University, Singapore Balancing AI and Human Insight: Promoting Critical Awareness in L2Writing FeedbackAtsushi MizumotoKansai University, Japan Click on the titles above for more information.<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"nf_dc_page":"","om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-1475","page","type-page","status-publish","hentry"],"yoast_head":"\n2025 Plenary Speakers - Symposium on Second Language Writing<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/pmatsuda.net\/sslw\/2025-plenary-speakers\/\" \/>\n<link rel=\"next\" href=\"https:\/\/pmatsuda.net\/sslw\/2025-plenary-speakers\/2\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"2025 Plenary Speakers - 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