{"id":3277,"date":"2026-04-15T15:18:07","date_gmt":"2026-04-15T22:18:07","guid":{"rendered":"https:\/\/pmatsuda.net\/sslw\/?page_id=3277"},"modified":"2026-04-20T11:50:41","modified_gmt":"2026-04-20T18:50:41","slug":"2026-accepted-presentations","status":"publish","type":"page","link":"https:\/\/pmatsuda.net\/sslw\/2026-accepted-presentations\/","title":{"rendered":"2026 Accepted Presentations"},"content":{"rendered":"\n

Colloquia<\/a> | Papers<\/a> | Roundtables<\/a> | Workshops<\/a> | Discussions<\/a><\/p>\n\n\n\n

Colloquia<\/strong><\/h2>\n\n\n\n

Colloquium: \u201cColloquium on teachers\u2019 professional knowledge and instructional practices across diverse writing contexts: Mapping the terrain, charting the future\u201d by Vera Busse, Peter Crosthwaite, Icy Lee, Qing Ma, Mark Feng Teng<\/p>\n\n\n\n

Colloquium: \u201cEntanglements of multilingual writing\u201d by Aina Tanaka, Daisuke Kimura, Yumi Matsumoto, Ivan Jin, Jerry Lee, Jung-Hsien Lin<\/p>\n\n\n\n

Colloquium: \u201cNavigating SLW program administration in the time of generative AI: A colloquium\u201d by Angela Hakim, Rachael Ruegg, Todd Ruecker, Sandra Zappa-Hollman, Eman Elturki, Jaqueline Michelle Gianico<\/p>\n\n\n\n

Colloquium: \u201cNew ideas and practices for responding to student writing in humane ways\u201d by Grant Eckstein, Betsy Gilliland, Madeline Crozier Sutton, Nicholas Carr, Michele McConnel, Kelly Metz-MatthewsKendon Kurzer, Joan Hwang<\/p>\n\n\n\n

Colloquium: \u201cPolicy, partnership, process, and pedagogy: GenAI infrastructure to support faculty and human-centered second-language writing\u201d by Maggie Sokolik, Margi Wald, David Wiese<\/p>\n\n\n\n

Colloquium: \u201cRe-humanizing composition instruction in the era of machine learning: Slow pedagogies and collaborative care in teaching L2 and multilingual writers\u201d by Joan Hwang, Michelle Tram Nguyen, Sharon Doetsch-Kidder, Anna Habib<\/p>\n\n\n\n

Colloquium: \u201cSixty years of contrastive rhetoric: Ecological, historical, and humane perspectives\u201d by Jay Jordan, Dwight Atkinson, Ulla Connor, Paul Kei Matsuda<\/p>\n\n\n\n

Colloquium: \u201cWriting with AI, teaching against bias: Linguistic justice and the peer & AI review + reflection (PAIRR) pedagogical model\u201d by Aparna Sinha, Julie Gamberg, Sophia Minnillo<\/p>\n\n\n\n

Colloquia<\/a> | Papers<\/a> | Roundtables<\/a> | Workshops<\/a> | Discussions<\/a><\/p>\n\n\n\n

Papers<\/strong><\/h2>\n\n\n\n

Paper: \u201cA comparative analysis of learner trust in AI and human corrective feedback in L2 Hebrew writing\u201d by Eihab Abu-Rabiah<\/p>\n\n\n\n

Paper: “A dual case study investigating L2 scholarly writers\u2019 identity co-construction: Negotiating trajectories across the polycentric web of global academic publishing” by Cheryl Sheridan<\/p>\n\n\n\n

Paper: \u201cA methodological synthesis of reformulation research in L2 writing\u201d by Yushi Ito, Sho Nakai, Yoko Fujisawa<\/p>\n\n\n\n

Paper: \u201cA racial methodology of GTA training in mainstream and multilingual contexts\u201d by Stephanie Leow<\/p>\n\n\n\n

Paper: \u201cAcademic writing for graduate students in Japan\u201d by Laura MacGregor<\/p>\n\n\n\n

Paper: \u201cAdaptive expertise: The integration of AI tools by L2 writing teachers\u201d by Mayumi Asaba<\/p>\n\n\n\n

Paper: \u201cAdaptive L2 reading\u2013writing pedagogy for screen-immersed Generation Z\u201d by Yichun Liu, PinHsi Patrick Chen<\/p>\n\n\n\n

Paper: \u201cAgency for international students in L2 writing: AI as rehearsal space for voice\u201d by Alexandra Elizabeth Lee<\/p>\n\n\n\n

Paper: \u201cAI as a writing process partner: Supporting student authorship in a Japanese EFL life writing project\u201d by Mika Toff, Takahiko Yamamori, Kana Wakida<\/p>\n\n\n\n

Paper: \u201cAI as feedback in the ecology of multilingual writing: Enacting genre awareness in an AI-mediated classroom\u201d by Cathleen Wen Li<\/p>\n\n\n\n

Paper: \u201cAI feedback and learner agency in L2 writing: A think-aloud study of revision processes\u201d by Yuka Ohkishima, Aiko Sano<\/p>\n\n\n\n

Paper: \u201cAI literacy as a reflexive scaffold for process-based EAP writing: An exploration of engagement, rhetorical quality, and recall\u201d by Dianah Kitiabi<\/p>\n\n\n\n

Paper: \u201cAI-assisted metacognitive awareness building for academic writing in a flipped classroom\u201d by Hui-chia Judy Shih<\/p>\n\n\n\n

Paper: \u201cAI-based feedback vs. model text feedback in L2 writing: Effects on writing quality and learners\u2019 affective factors\u201d by Atsushi Doi, Soma Sekiguchi, Atsushi Miura<\/p>\n\n\n\n

Paper: \u201cAI-embedded doctoral writing instruction: A longitudinal case study in an education faculty\u201d by Wenxin Zhou, Xiaoling Liu<\/p>\n\n\n\n

Paper: \u201cAI-mediated feedback, syntactic development, and the human work of L2 writing instruction\u201d by Paul Marlowe, Lucas Dickerson, Sean Gay<\/p>\n\n\n\n

Paper: \u201cAI-supported peer review and revision development in first-year EFL academic writing\u201d by Mei-Lan Lo, Miao-Ling Hsieh, Amy B. M. Tsui, Jack Pun<\/p>\n\n\n\n

Paper: \u201cAn autoethnographic account of rhetorical style and second language writer identity in the age of generative AI\u201d by Jae-hyun Im<\/p>\n\n\n\n

Paper: \u201cAppraisal resources across cars moves in research article introductions: A comparison of ESL graduate students and scholars\u201d by Jun Zhao<\/p>\n\n\n\n

Paper: \u201cAudience effects in languaging: Replication with the English passive and two written languaging opportunities\u201d by Masako Ishikawa, Wataru Suzuki<\/p>\n\n\n\n

Paper: \u201cBalancing human input and technical rigor when developing a new writing rubric\u201d by Heather Elliott, Mark Chapman, Tanya Bitterman<\/p>\n\n\n\n

Paper: \u201cBeyond the bot and the blank page: A rhetorical framework for L2 writing teachers in the age of AI assessment\u201d by Elena Bazanova<\/p>\n\n\n\n

Paper: \u201cBeyond traditional rubrics: Assessing register awareness in hybrid EFL writing through AI and human perspectives\u201d by Ning Kan<\/p>\n\n\n\n

Paper: \u201cBoth quantity and quality: Development of argumentative elements in student persuasive writing\u201d by Detong Xia, Yudi Chen, Hanzhong Sun, Hye K. Pae<\/p>\n\n\n\n

Paper: \u201cBreaking the algorithmic silence: An ecological reconsideration of voice and agency in AI-mediated ESL writing\u201d by Juhyun Do<\/p>\n\n\n\n

Paper: \u201cBridging disciplinary gaps: Corpus-based genre analysis in academic writing instruction\u201d by Ching-Fen Chang<\/p>\n\n\n\n

Paper: \u201c\u2018Can you say that here?\u2019 Intertextual negotiation and language socialization in L2 writing conferences\u201d by Sunghee Ahn<\/p>\n\n\n\n

Paper: \u201cCentering humanity: Teachers, students, and community\u201d by Claudia Kunschak<\/p>\n\n\n\n

Paper: \u201cClassroom writing assessment in Singapore schools: Teachers\u2019 beliefs, practices, and the role of technology (including AI)\u201d by Icy Lee, Rachel Xuelian Zhu<\/p>\n\n\n\n

Paper: \u201cCo-constructing academic collocational competence in academic writing through corpus consultation and AI-mediated interaction\u201d by Thi Thuy Linh Nguyen, Peter Crosthwaite<\/p>\n\n\n\n

Paper: \u201cCollaborative writing from multiple online sources: An in-progress study\u201d by Rachel Segev Miller<\/p>\n\n\n\n

Paper: \u201cCommunicative competence revisited: The writing teacher as expander of experiences and beliefs in the age of AI\u201d by Shota Mukai, Ha Thi Phuong Pham<\/p>\n\n\n\n

Paper: \u201cConceptualizations and methodological trends in L2 student feedback literacy: A scoping review (2012\u20132025)\u201d by Jun Takahashi, Jui-Hsin Renee Hung, Yeoeun Park<\/p>\n\n\n\n

Paper: \u201cCountering AI homogenisation: Developing adaptable writers through multi-genre pedagogy\u201d by Peter Wingrove, Raffaella Negretti, Lisa McGrath, Christine Feak<\/p>\n\n\n\n

Paper: \u201cData-driven learning meets generative artificial intelligence: Informal Internet written language in Chinese, Japanese, and Korean\u201d by Alexander Fukin Tang, Keisuke Harada, Richard Medina<\/p>\n\n\n\n

Paper: \u201cDepth of engagement in AI- and corpus-based revision: A process-oriented comparison in L2 writing\u201d by Yoshiho Satake<\/p>\n\n\n\n

Paper: \u201cDesigning a teaching method to help Japanese EFL students produce well-supported argumentative essays\u201d by Taeko Kamimura, Gaku Uehara<\/p>\n\n\n\n

Paper: \u201cDesigning humane EFL writing pedagogy with AI: A liberating structures approach\u201d by Yasmine Salah El-Din<\/p>\n\n\n\n

Paper: \u201cDeveloping a hybrid EFL writing course model integrating online peer feedback and generative AI: An action research study\u201d by Jeng-yih Tim Hsu<\/p>\n\n\n\n

Paper: \u201cDeveloping critical AI literacy in second language writing contexts: A preliminary analysis of course-level AI policy guidelines in universities in Taiwan\u201d by Sin-Yi Chang<\/p>\n\n\n\n

Paper: \u201cDeveloping second language teachers\u2019 multimodal feedback literacy through digital multimodal composing\u201d by Hong Cheng, Lianjiang Jiang<\/p>\n\n\n\n

Paper: \u201cDigital tools and the power of peer interaction in the L2 writing classroom\u201d by Michelle Jerrems, Tiffani Blatchford, I-ting Tsai<\/p>\n\n\n\n

Paper: \u201cDirected self-placement: How multilingual writers evaluate course fit\u201d by Youmie Kim, Matthew Hammill<\/p>\n\n\n\n

Paper: \u201cDissertating as an SLW: A study on human-machine-language ecologies\u201d by Alex Way<\/p>\n\n\n\n

Paper: \u201cDo human raters and GenAI \u201cperceive\u201c writing quality in a similar way? A corpus-based investigation of stance features in L2 engineering writing\u201d by Ge Lan, Jie Yang, Yi Li<\/p>\n\n\n\n

Paper: \u201cDoes writing fluency matter? A comparative study of written and oral elicited imitation tests\u201d by Yusuke Kuroki, Aline Godfroid<\/p>\n\n\n\n

Paper: \u201cDrafting and peer review as a complex non-linear system: A case study\u201d by Iain Maloney<\/p>\n\n\n\n

Paper: \u201cE-tivity instructional design for online L2 academic writing classes in higher education\u201d by Teresa Savoia, Oleksandra Zagorulko<\/p>\n\n\n\n

Paper: \u201cEcologies of multilingual writing (EMW): A conceptual framework\u201d by Dwight Atkinson, Jeroen Gevers<\/p>\n\n\n\n

Paper: \u201cEconomies of academic writing for multilingual international students\u201d by Zhaozhe Wang<\/p>\n\n\n\n

Paper: \u201cEducational level as a missing lens: Revisiting genre in three traditions\u201d by Akiko Nagao, Cassi Liardet, Harni Kartika Ningsih, Winfred Xuan, Anne-Coleman Webre<\/p>\n\n\n\n

Paper: \u201cEffects of machine translation-integrated pedagogy on the quality of second language writing\u201d by Mikie Nishiyama<\/p>\n\n\n\n

Paper: \u201cEfficient yet deficient? Comparing human and ChatGPT formative feedback on source-based arguments\u201d by Shireen Campbell, Rebeca Fernandez, Fangzhi He, Katie Horowitz<\/p>\n\n\n\n

Paper: \u201cEFL undergraduate students\u2019 cross-genre awareness and recontextualization in dual-writing spaces\u201d by Naoko Mochizuki<\/p>\n\n\n\n

Paper: \u201cEFL writers\u2019 perceptions of teacher and generative AI feedback: Reconfiguring the humanity of writing teachers in AI-mediated environments\u201d by Man Wai Edward Fung<\/p>\n\n\n\n

Paper: \u201cEMI STEM students\u2019 AI-mediated revision and motivational change in English writing\u201d by Jeongyeon Kim<\/p>\n\n\n\n

Paper: \u201cEngaging in dialogue during collaborative processing: The interplay among cognitive, social, and emotional engagement\u201d by Yi-Min Chiu, Hui-Tzu Min<\/p>\n\n\n\n

Paper: “Engaging with dual feedback: L2 writers\u2019 responses to simultaneous teacher and AWE Input” by Nihan Sanic<\/p>\n\n\n\n

Paper: \u201cEnglish language learners\u2019 longitudinal development of syntactic complexity across five CEFR levels: A mixed-methods approach\u201d by Taichi Yamashita<\/p>\n\n\n\n

Paper: \u201cEnhancing L2 writers\u2019 prompt literacy: Effects of a structured prompt-writing instruction in a GAI-supported classroom\u201d by Mei-Hung Lin<\/p>\n\n\n\n

Paper: \u201cExpertise and teaching for transfer in English for academic purposes\u201d by Heon Jeon<\/p>\n\n\n\n

Paper: \u201cExpertise development in action: A case study of L2 writing teacher training practicum\u201d by Xueyi Yuan<\/p>\n\n\n\n

Paper: \u201cExplanation without inference: Causal reasoning in Japanese EFL argumentative writing\u201d by Emiko Kihara, Kyoko Sasaki<\/p>\n\n\n\n

Paper: \u201cExploring challenges in English writing from learners\u2019 perspectives: Insights from qualitative data\u201d by Kiyo Sakamoto<\/p>\n\n\n\n

Paper: \u201cExploring EFL teachers\u2019 technological pedagogical content knowledge (TPACK) in GenAI-mediated writing instruction: A Chinese study\u201d by Rui Yuan, Kailun Wang<\/p>\n\n\n\n

Paper: \u201cExploring teachers\u2019 human role in AI-assisted second language writing classroom: A process writing perspective\u201d by Celiacika Gustisiwi Puteri, Bambang Yudi Cahyono<\/p>\n\n\n\n

Paper: \u201cExploring translanguaging practices in English writing: Integrating wordless picture books into freshman English courses\u201d by Pei-Chia Liao<\/p>\n\n\n\n

Paper: \u201cExploring university students\u2019 feedback literacy and revision behavior in generative AI-mediated L2 writing: An explanatory sequential mixed methods study\u201d by Katsuki Oshiro, Yutaka Ishii<\/p>\n\n\n\n

Paper: \u201cExtending EFL writing teacher feedback literacy (WTFL) in AI-mediated writing classrooms: A longitudinal study in small-scale, high school contexts\u201d by Jia-En Huang<\/p>\n\n\n\n

Paper: \u201cExtramural L2 English writing in the third age: Genre practices in community-based lifelong learning\u201d by \u015eebnem Yal\u00e7\u0131n<\/p>\n\n\n\n

Paper: \u201cFairness in the digital age: Do motivation and anxiety moderate the effects of online resource use on L2 writing processes and products?\u201d by Honglan Wang<\/p>\n\n\n\n

Paper: \u201cFeedback as interaction: An experimental comparison between human and AI-mediated writing conferences in L2 writing\u201d by Mira Bekar, Ilina Kachinske<\/p>\n\n\n\n

Paper: \u201cFrom \u201cnativelike\u201d to practical: Comparing human and AI reformulation as written feedback\u201d by Sho Nakai, Natsuko Shintani<\/p>\n\n\n\n

Paper: \u201cFrom beliefs to enacted practices: University language teachers\u2019 assessment of multimodal composing in second language classrooms\u201d by Yu-Shan Fan<\/p>\n\n\n\n

Paper: \u201cFrom corrector to coordinator: Evolving teacher identities and feedback practices in the era of generative AI\u201d by Ju Chuan (Cindy) Huang<\/p>\n\n\n\n

Paper: \u201cFrom literature review to public awareness campaign: Designing a human-centered L2 writing sequence in the age of AI\u201d by Amanda Yoshida<\/p>\n\n\n\n

Paper: \u201cFrom passive reliance to critical use: Peer interaction and engagement in MT-assisted L2 writing\u201d by Mariko Yuasa<\/p>\n\n\n\n

Paper: \u201cFrom personal experience to academic voice: Using 3MT as a genre bridge in a multilingual L2 writing classroom\u201d by Junko Otoshi, Mariko Uzuka, Naomi Fujishima<\/p>\n\n\n\n

Paper: \u201cFrom research task to embodied practice: A longitudinal ecological case study of English diary in a relational network\u201d by Kimie Yamamura<\/p>\n\n\n\n

Paper: \u201cGenAI feedback and student voice: Examining linguistic diversity in ESL writing classes\u201d by Sophia Minnillo, Aparna Sinha<\/p>\n\n\n\n

Paper: \u201cGenerative AI and publishing: Observations from an outgoing editor-in-chief of the Journal of Second Language Writing\u201d by Stephen M. Doolan<\/p>\n\n\n\n

Paper: \u201cGenre-based writing pedagogy in the time of GenAI: Reflections on practice and future research\u201d by Angela Hakim, Febriana Lestari, Shangyu Jiang<\/p>\n\n\n\n

Paper: \u201cHarmonizing Dao and Shu: A collaborative autoethnography of two EFL writing teachers\u2019 expertise development in GenAI-mediated writing\u201d by Min Zou, Fang Liu<\/p>\n\n\n\n

Paper: \u201cHelping an EFL writer develop a voice through poetic inquiry: A case study\u201d by Wakana Nobeyama<\/p>\n\n\n\n

Paper: \u201cHigh school-university collaboration in writing pedagogy: Influence on high school teachers\u201d by Noriko Kurihara, Madoka Kawano, Miho Yamashita<\/p>\n\n\n\n

Paper: \u201cHow do writers construct persuasive arguments for a research niche? Comparative analysis of novice and experienced authors\u201d by Musa Al-Mudhaffari, Hoa Nguyen<\/p>\n\n\n\n

Paper: \u201cHow L2 Chinese learners\u2019 interaction with GenAI feedback reshapes teachers\u2019 roles in writing instruction\u201d by Jiayang Sun<\/p>\n\n\n\n

Paper: \u201cHow multilingual writers negotiate voice in the age of AI: Toward an AI literacy framework for L2 writing\u201d by Chung-Wei Chen<\/p>\n\n\n\n

Paper: \u201cHow tutoring approaches emerge: Metacognitive experiences in writing centre practice in Chinese higher education\u201d by Delin Kong<\/p>\n\n\n\n

Paper: \u201cHuman and AI judgment in TOEFL writing instruction: Teachers negotiating authority, identity and accountability\u201d by Xinyue Shui, Wei Wang<\/p>\n\n\n\n

Paper: \u201cHuman judgment and prompt fairness in L2 writing assessment in the age of AI\u201d by Sohyeon Lee<\/p>\n\n\n\n

Paper: \u201cHuman-AI synergy in postgraduate L2 academic writing: Cognitive-attitudinal dynamics and teachers\u2019 irreplaceable humanity\u201d by Li Chen<\/p>\n\n\n\n

Paper: \u201cHuman-centered AI literacy in graduate writing education: Reclaiming the humanity of writing teachers in the age of AI\u201d by Afarin Rajaei, Naseh Shahri<\/p>\n\n\n\n

Paper: \u201cHumanizing feedback in the age of AI: The role of writing teachers in AI-assisted revision\u201d by Karen Chung-chien Chang<\/p>\n\n\n\n

Paper: \u201cHumanizing GenAI-assisted writing feedback: Developing EFL teachers\u2019 AI feedback literacy through a co-designed evidence-informed intervention\u201d by Xinyu Liu, Qi Wang, Guangwei Hu<\/p>\n\n\n\n

Paper: \u201cHumanizing L2 writing: The interplay between teachers\u2019 metacognitive competence and students\u2019 metacognition\u201d by Pauline Mak<\/p>\n\n\n\n

Paper: \u201cHumanizing scholarly publishing in the age of AI: Ethical editorial mentorship and infrastructures of access for multilingual scholars\u201d by Hadi Banat, Ghada Gherwash, Grace-Lee Amuzie<\/p>\n\n\n\n

Paper: \u201cHumanizing the generation: Teacher mediation of genre and voice in AI-assisted L2 multimodal composing\u201d by Leqing Yang, Siti Zaidah Zainuddin<\/p>\n\n\n\n

Paper: \u201c\u2018I could never write a poem like this in English\u2019: AI-mediated literary writing practice\u201d by Jin Kyeong Jung<\/p>\n\n\n\n

Paper: \u201c\u2018I understand enough to know that it is saying what I asked it to say\u2019: How GenAI obscures professional email communication and the role of pragmatics in modern ESP instruction\u201d by Katerina Petchko, Gavin O\u2019Neill<\/p>\n\n\n\n

Paper: \u201cImpact of AI-assisted feedback on EFL students\u2019 writing performance: A process-oriented approach\u201d by Kai-Lin Wu<\/p>\n\n\n\n

Paper: \u201cImplementing generative AI in the spanish classroom: Students\u2019 beliefs and satisfaction with ChatGPT for L2 written communication through corrective feedback and role-plays\u201d by Pablo Robles-Garc\u00eda, Ji-young Shin, Claudia S\u00e1nchez-Guti\u00e9rrez<\/p>\n\n\n\n

Paper: \u201cIncorporating \u201cmanga\u201d into multimodal, source-based writing\u201d by Sachiko Igarashi<\/p>\n\n\n\n

Paper: \u201cIndividual differences in collaborative writing: The role of working memory and anxiety in a beginner adult-immigrant context\u201d by Gabriel Michaud, Sophie McBride<\/p>\n\n\n\n

Paper: \u201cInstructor-mediated use of myprose in first-year writing classrooms\u201d by Maria Pia Gomez Laich, Pessoa Silvia, Thomas Mitchell<\/p>\n\n\n\n

Paper: \u201cInternational multilingual gtas navigating linguistic identity and teaching expectations in the age of AI\u201d by Masuma Akter<\/p>\n\n\n\n

Paper: \u201cInterruptions, affect, and agency in young learners\u2019 L2 writing assessment\u201d by Gordon Blaine West, I-Chen Vera Hsiao, Jason A. Kemp<\/p>\n\n\n\n

Paper: \u201cIntertextual engagement in L2 Chinese academic writing: Developing critical literacy through L2 reading-to-writing\u201d by Haidan Wang<\/p>\n\n\n\n

Paper: \u201cInvestigating L2 writers\u2019 engagement with a customised GPT for pre-task planning\u201d by Carrie Xin Peng, Xingcheng Wang<\/p>\n\n\n\n

Paper: \u201cInvestigating the depth of processing in collaborative and individual languaging across writing stages\u201d by Maki Imazawa<\/p>\n\n\n\n

Paper: \u201cJapanese undergraduates\u2019 perceptions of feedback in academic English writing: Balancing human- and AI-mediated approaches\u201d by John Rylander, Catherine LeBlanc, Jacob Dunlap<\/p>\n\n\n\n

Paper: \u201c\u2018Just a student\u201d in a liminal space: Suspended authority in L2 graduate writing\u2019 by Demet Yigitbilek<\/p>\n\n\n\n

Paper: \u201cKeeping AI-supported L2 writing human: Teacher agency, AI-mediated revision, and intercultural audience in a POSTECH\u2013NUS project\u201d by Soo-Ok Kweon<\/p>\n\n\n\n

Paper: \u201cKeeping writing human: Assignment redesign in first-year writing\u201d by Silvia Pessoa, Maria Pia Gomez Laich, Thomas Mitchell<\/p>\n\n\n\n

Paper: \u201cL1 and L2 Japanese writers\u2019 agency in AI-supported writing: Responses to ChatGPT feedback\u201d by Yasuko Okano<\/p>\n\n\n\n

Paper: \u201cL2 french writers\u2019 motivations and perceptions toward GenAI-enhanced writing from a self-determination perspective: Examination across AI tools, proficiency levels, and course grades\u201d by Ji-young Shin, Magda Tigchelaar<\/p>\n\n\n\n

Paper: \u201cL2 writing instructors\u2019 discourse-level written feedback: Teachers\u2019 practices and perceptions\u201d by Mark Sullivan<\/p>\n\n\n\n

Paper: \u201cLearning to teach disciplinary academic writing through collaborative action research at a Chinese university: A sociocultural perspective\u201d by Lina Zhao<\/p>\n\n\n\n

Paper: \u201cLinguistic prejudice toward GenAI-style in EAL writing\u201d by Yachao Sun, Wendy Li<\/p>\n\n\n\n

Paper: \u201cMore than red ink: Dynamic written corrective feedback in a Japanese EFL classroom\u201d by Kate Matthews, Grant Eckstein<\/p>\n\n\n\n

Paper: \u201cMultilingual creativity: Exploring issues of L2 creative writing in the age of AI\u201d by Atsushi Iida, Bee Chamcharatsri<\/p>\n\n\n\n

Paper: \u201cMultilingual students\u2019 perceptions of and engagement with screencast video feedback in revision\u201d by Sarah DeCapua, Heon Jeon<\/p>\n\n\n\n

Paper: \u201cMultilingual writing development: Interrelationships among agency, audience, voice\u201d by Carol Rinnert, Hiroe Kobayashi<\/p>\n\n\n\n

Paper: \u201cNegotiating \u201cfeeling rules\u201d: Humanity of university-based writing instructors in three canadian institutions\u201d by Saskia Van Viegen, Sandra Zappa-Hollman, Heike Neumann<\/p>\n\n\n\n

Paper: \u201cNegotiating academic writing across disciplines in an international liberal arts graduate program: Student and faculty perspectives\u201d by Junko Imai<\/p>\n\n\n\n

Paper: \u201cNegotiating ethical AI use in academic writing among university students and teachers: Where is the humanity?\u201d by Fan Yang, Rian A. W. Anisanto, David Dalsky<\/p>\n\n\n\n

Paper: \u201cNegotiating expertise and value: A human-AI collaborative approach to evaluating oral accessibility in L2 poster presentations\u201d by Bianca Brown, Kira Dreher, Mar\u00eda P\u00eda G\u00f3mez-Laich<\/p>\n\n\n\n

Paper: \u201cNegotiating human agency and AI in disciplinary L2 writing: The teacher as discourse mentor\u201d by Huang- Yuan(Patrick) Hsiao<\/p>\n\n\n\n

Paper: \u201cNegotiating identity and authority in AI-mediated L2 academic writing: Translanguaging and transpositioning\u201d by Bingke Chen<\/p>\n\n\n\n

Paper: \u201cNegotiating teachers\u2019 professional identity in AI-assisted ielts writing instruction\u201d by Liza Rahmawati, Muhammad Aulia Rizal Firmansyah, Raisatul Mufahamah<\/p>\n\n\n\n

Paper: \u201cNegotiating voice in the age of AI: Multilingual writers and dialogic engagement with technology\u201d by Natalya Watson<\/p>\n\n\n\n

Paper: \u201cPeer feedback in digital argumentative essay revision: Genre-specific feedback, meaning alignment, and writer agency\u201d by Zishan Qin<\/p>\n\n\n\n

Paper: \u201cPerceptions and challenges in flipped writing classrooms: Insights from indonesian pre-service EFL teacher education programs\u201d by Husnawadi Husnawadi<\/p>\n\n\n\n

Paper: \u201cPositive psychology in second language writing: A new insight into world cafe in alleviating writing anxiety and enhancing willingness to write\u201d by Bo-Yuan Deng, Shane Donald<\/p>\n\n\n\n

Paper: \u201cPractice for skill, production for proficiency: Disentangling learning mechanisms in GenAI-enhanced EFL collaborative story writing\u201d by Nicolas Emerson, Yuka Kono<\/p>\n\n\n\n

Paper: \u201cPre-service teachers\u2019 perception and patterns of using generative AI in writing a lesson plan\u201d by Ji-Hyun Park<\/p>\n\n\n\n

Paper: \u201cPromoting research in a second language: Chinese scholars\u2019 promotional practices and perceptions in English research articles\u201d by Xinyue Li, Liming Deng<\/p>\n\n\n\n

Paper: \u201cPrompted humanity: What AI prompting reveals about genre knowledge and pedagogical labour in EAP\u201d by Derya Alt\u0131nmakas<\/p>\n\n\n\n

Paper: \u201cQuantum dialogics: A human-centered framework for L2 writing instruction in the age of AI\u201d by Jungmin Lee<\/p>\n\n\n\n

Paper: \u201cReconceptualizing writing pedagogy in the age of AI: Pre-service teachers\u2019 learning in AI-mediated multimodal composition\u201d by Senem Y\u0131ld\u0131z<\/p>\n\n\n\n

Paper: \u201cReconfiguring teacher expertise in AI-mediated L2 writing: Insights from manga-based writing\u201d by Takako Yasuta<\/p>\n\n\n\n

Paper: \u201cReconfiguring teacher-writer-AI relationships through prompt literacy in L2 revision\u201d by Claudia Sangmi Yun, Hyekyung Yu<\/p>\n\n\n\n

Paper: \u201cReimagining disciplinary writing in EMI science classrooms: A genre-based, technology-integrated approach\u201d by Jack Pun<\/p>\n\n\n\n

Paper: \u201cRethinking AI literacy, agency, and identity in L2 writing\u201d by Marwan Almuhaysh<\/p>\n\n\n\n

Paper: \u201cRethinking complexity in L2 writing: How does form-based complexity translate to meaning complexity?\u201d by Sachiko Yasuda<\/p>\n\n\n\n

Paper: \u201cRhetorical moves model of L2 student-authored IMRaD-style papers\u201d by Alexandra Terashima, Anna Bordilovskaya<\/p>\n\n\n\n

Paper: \u201cScaffolding, creativity, and the human dimensions of L2 writing pedagogy\u201d by Olivia Kennedy, Sandra Healy<\/p>\n\n\n\n

Paper: \u201cSelf-reported AI usage and writing self-efficacy for L2 writers in writing centers\u201d by Elizabeth Ann Lakoski, Katie Lynn Garahan<\/p>\n\n\n\n

Paper: \u201cSentence structure in multilingual writing: Language constraints or individual characteristics\u201d by Iwona Kowal<\/p>\n\n\n\n

Paper: \u201cSharing our humanity and L2 writing teacher expertise\u201d by Teresa Boyer, Melinda Reichelt<\/p>\n\n\n\n

Paper: \u201cStudent choice in written corrective feedback: Effects on writing development and teacher workload in a Japanese EFL context\u201d by Andrew Barnes, Cameron Flinn, Jerrie Zhang<\/p>\n\n\n\n

Paper: \u201cStudent revision under constrained AI feedback in low-intermediate EFL writing\u201d by Michelle Johnson<\/p>\n\n\n\n

Paper: \u201cStudents\u2019 use of GenAI tools in digitally mediated research writing\u201d by Jinrong Li, Kathleen O\u2019Reilly<\/p>\n\n\n\n

Paper: \u201cSynthesizing cohesion research in L2 writing: A systematic review\u201d by Ryo Tanioka<\/p>\n\n\n\n

Paper: \u201cTeacher agency or the lack thereof? Examining the intersection of teaching-related GenAI use and ESL graduate teacher agency\u201d by Xiao Tan<\/p>\n\n\n\n

Paper: \u201cTeacher emotion labour and instructional decision-making in multilingual L2 writing classrooms\u201d by Witchuda Chaisong<\/p>\n\n\n\n

Paper: \u201cTeacher-designed AI as a questioning partner: Developing high school students\u2019 argumentation in L2 writing through debate instruction\u201d by Miho Izumi, Atsushi Mizumoto<\/p>\n\n\n\n

Paper: \u201cTeacher\u2013student rubric co-construction as metacognitive instruction in ESL academic writing\u201d by Tong Zhang<\/p>\n\n\n\n

Paper: \u201cTechnology and humanity: Identity dilemma and reconstruction of L2 writing teachers in the AI era\u201d by Zihui Zeng<\/p>\n\n\n\n

Paper: \u201cThe affective equalizer: Fostering self-efficacy and reducing writing anxiety through AI-scaffolded blogging on padlet\u201d by Chun Chia Chang<\/p>\n\n\n\n

Paper: \u201cThe effects of task complexity on young learners\u2019 second language writing performance (CAF): Mediating roles of writing motivation and writing anxiety\u201d by Junqing Guo, Shaofeng Li<\/p>\n\n\n\n

Paper: \u201cThe evolution of a design study: Critical GenAI in second language writing\u201d by Naseh Shahri, Afarin Rajaei<\/p>\n\n\n\n

Paper: \u201cThe humanity of knowledge crafting: Expert L2 writers\u2019 epistemic obligations in an automated age\u201d by Paul Michiels, Karyn Kessler, Paul Rogers<\/p>\n\n\n\n

Paper: \u201cThe impact of AI feedback on EFL writing: Evaluating proficiency and authorial voice\u201d by Jerry Yung Teh Huang, Trevor Sitler<\/p>\n\n\n\n

Paper: \u201cThe 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\u201d by Maki Inagaki, Masayoshi Kojima, Ken-ichi Hashimoto, Naoya Shibata<\/p>\n\n\n\n

Paper: \u201cThe potential of second language poetry writing for exploring EFL learners\u2019 emotion and identity\u201d by Hinako Kuwata<\/p>\n\n\n\n

Paper: \u201cThe role of AI-assisted learning in academic writing: A mixed-methods study on Chinese as a second language students\u201d by Yang Gong<\/p>\n\n\n\n

Paper: \u201cThe role of planning conditions in L2 writing: Relationships between learners\u2019 planning behaviour, writing performance, and perceptions\u201d by Valentina Guzman Polanco<\/p>\n\n\n\n

Paper: \u201c\u2018These are really intense situations\u2019: Novice writing instructors\u2019 reactions to students\u2019 use of generative AI\u201d by Marianna Ryshina-Pankova, Julia Goetze, Yiran Xu<\/p>\n\n\n\n

Paper: \u201cTracing AI-mediated autonomy and dependence in graduate L2 summary writing\u201d by Olga Li<\/p>\n\n\n\n

Paper: \u201cTracing GenAI-mediated engagement in digital multimodal composing among Chinese language learners\u201d by Sha Li, Diane Belcher<\/p>\n\n\n\n

Paper: \u201cTraining ChatGPT as peers via prompt engineering\u201d by Hui-Tzu Min, Francisco de Borja Navarro<\/p>\n\n\n\n

Paper: \u201cTraining on EFL taiwanese writers\u2019 annotation quality and learner perceptions\u201d by Carrie Yea-huey Chang<\/p>\n\n\n\n

Paper: \u201cTranslanguaging with generative AI: Teacher and student perspectives in multilingual writing classrooms\u201d by Amani Jaber, Tzipora Rakedzon<\/p>\n\n\n\n

Paper: \u201cUncanny writing: AI, authorship, and L2 writing\u201d by Nils Olov Fors<\/p>\n\n\n\n

Paper: \u201cUnderstanding feedback researchers\u2019 feedback beliefs and practices in second language writing: How does research inform practice?\u201d by Shulin Yu<\/p>\n\n\n\n

Paper: \u201cUnderstanding L2 writers\u2019 responsiveness in AI-mediated dynamic assessment for academic writing\u201d by Yu-Ting Kao<\/p>\n\n\n\n

Paper: \u201cUnderstanding the side effects of teacher feedback in second language writing\u201d by Zhicheng Mao<\/p>\n\n\n\n

Paper: \u201cUsing AI as a contrastive tool to foster critical thinking in EFL writing\u201d by Chi-An Tung<\/p>\n\n\n\n

Paper: \u201cUsing AI in L2 writing without losing the writing process: A scaffolded approach\u201d by Kayla Marie Sarte<\/p>\n\n\n\n

Paper: \u201cUsing AI to map the ecologies of multilingual writing across US-based colleges and universities\u201d by Kendon Kurzer, Paul Kidhardt, Greer Murphy<\/p>\n\n\n\n

Paper: \u201cVoice under surveillance: Writing, AI, and the politics of linguistic diversity\u201d by Ghada Gherwash<\/p>\n\n\n\n

Paper: \u201cVoice, agency and pedagogy: Teaching academic writing across contexts of world Englishes\u201d by Zhichang Xu<\/p>\n\n\n\n

Paper: \u201cWhat happens after the conference: Tracing and following feedback into L2 student revisions\u201d by Hyrum Pastores, Grant Eckstein<\/p>\n\n\n\n

Paper: \u201cWho owns the story? Preserving narrative agency in AI-augmented picture book creation in an EFL writing classroom\u201d by Jean Chow<\/p>\n\n\n\n

Paper: \u201cWriting as a human witness: Life narrative and somatic resilience in the age of AI\u201d by Guy Giard<\/p>\n\n\n\n

Paper: \u201cWriting as conversation: Dialogic pedagogy in the AI-assisted L2 composition classroom\u201d by John Wolfgang Roberts<\/p>\n\n\n\n

Paper: \u201cWriting instructors-AI engineer interdisciplinary collaboration for promoting L2 writers\u2019 agency in the GenAI era: Activity theory perspective\u201d by Tomoko Oyama, Anubhav Anubhav, Yuka Akiyama<\/p>\n\n\n\n

Paper: \u201cWritten corrective feedback, learner cognitive and emotional processing, and accuracy development in beginning EFL writing\u201d by Wataru Suzuki, Kounosuke Sato, Ryo Saito<\/p>\n\n\n\n

Colloquia<\/a> | Papers<\/a> | Roundtables<\/a> | Workshops<\/a> | Discussions<\/a><\/p>\n\n\n\n

Roundtables<\/strong><\/h2>\n\n\n\n

Roundtable: \u201cA nurse\u2019s purpose: A literacy-oriented AI writing pedagogy for cultivating care and empathy through task-based EFL writing\u201d by Tuyuan Cheng<\/p>\n\n\n\n

Roundtable: “A Q-methodology study on EFL writers’ metacognitive experiences in GenAI-assisted writing” by Jiahao Zheng<\/p>\n\n\n\n

Roundtable: \u201cAI-aided translation and human rights advocacy\u201d by Michael MacDonald<\/p>\n\n\n\n

Roundtable: \u201cAI-assisted writing feedback in EFL classrooms: A longitudinal CAF study across semester and year-long courses\u201d by Masahiro Kobayashi<\/p>\n\n\n\n

Roundtable: \u201cAI-mediated digital multimodal composing in L2 writing\u201d by Daniel G. Dusza<\/p>\n\n\n\n

Roundtable: \u201cBack to the basics: Exploring why we write in a composition class\u201d by Rachel LaMance<\/p>\n\n\n\n

Roundtable: \u201cBeyond compliance: GAI and the sociolinguistic ecology of academic knowledge production\u201d by Pejman Habibie<\/p>\n\n\n\n

Roundtable: \u201cCreative writing as an antidote to AI: Launching a multilingual creative arts magazine\u201d by Kristen Vogel<\/p>\n\n\n\n

Roundtable: \u201cDeveloping critical AI literacy and rhetorical agency in a first year writing seminar for second language writers\u201d by Gusztav Demeter<\/p>\n\n\n\n

Roundtable: \u201cDistinguishing human-written from machine-generated text: Comparing language teachers, AI checker apps and LLMs\u201d by John Bankier<\/p>\n\n\n\n

Roundtable: \u201cEducator perspectives on the fairness of automated writing scoring and feedback for young multilingual learners\u201d by Mark Chapman, Jieun Kim, Jason Kemp, Ahyoung Alicia Kim, Lynn Shafer Willner<\/p>\n\n\n\n

Roundtable: \u201cEnhancing persian writing in online classrooms through multimodal, student-centered instruction\u201d by Neda Sahranavard<\/p>\n\n\n\n

Roundtable: \u201cEnhancing teacher feedback effectiveness in L2 writing through CAF-informed learner profiles and a corrective-dialogic approach\u201d by Thao Le<\/p>\n\n\n\n

Roundtable: \u201cExamining the relationships between efficient test tasks on the updated TOEFL iBT and extended writing performances\u201d by Daniel Isbell, Ching-Ni Hsieh, Renka Ohta<\/p>\n\n\n\n

Roundtable: \u201cExploring phrase-frames in quantitative and qualitative research on second language learning and teaching\u201d by Hyun-Bin Yoo<\/p>\n\n\n\n

Roundtable: \u201cExploring willingness to communicate and L2 writing performance: Insights from a task-based assessment\u201d by Hoa Thi Vinh Le, Nicole Ziegler, Lara Bryfonski, Meg Montee<\/p>\n\n\n\n

Roundtable: \u201cFloating standards, grounded judgement: Evaluating CER\u2011based reasoning and why teacher judgement matters\u201d by Phuong Anh Le<\/p>\n\n\n\n

Roundtable: \u201cGenerative AI and its roles in language (teacher) education: A critical and proactive approach\u201d by Yue Zhang<\/p>\n\n\n\n

Roundtable: \u201cHow writing about haiku can elevate empathy\u201d by Ian Willey<\/p>\n\n\n\n

Roundtable: \u201cIdle in India: Large classes, business English, and AI\u201d by Mark Dressman, Utkarsh Jajodia, Ayoub El Mohamedi<\/p>\n\n\n\n

Roundtable: \u201cIntegrating AI-supported guidance into EFL writing: Enhancing learner autonomy and metacognitive awareness\u201d by Chih- Han ChangChien<\/p>\n\n\n\n

Roundtable: \u201cIssues in peer review and communication: Practices for cultivating confidence in L2 writing\u201d by Ashton E. Dawes, Kathryn Jurns<\/p>\n\n\n\n

Roundtable: \u201c\u2018It\u2019s not really my voice anyway\u2019: Rethinking voice and authenticity in AI-mediated L2 writing\u201d by Nawal Alhodithi<\/p>\n\n\n\n

Roundtable: \u201cLanguage remix: A serious game for translingual writing and code-meshing in EAP classrooms\u201d by Jingjing Xing, Lingyao Shu<\/p>\n\n\n\n

Roundtable: \u201cMapping student agency in project-based CLIL: Structural patterns from an explanatory sequential mixed-methods study\u201d by Masakazu Mishima<\/p>\n\n\n\n

Roundtable: \u201cMeshing the streets of angora with the bridge of pittsburgh: Enacting ecological and translingual pedagogy\u201d by Xiqiao Wang<\/p>\n\n\n\n

Roundtable: \u201cMindful intelligence in the age of artificial intelligence: How multilingual students experience mindfulness and AI in EFL first year writing courses\u201d by Pietera Fraser<\/p>\n\n\n\n

Roundtable: \u201cMotivation and foreign language writing in the era of generative AI: A systematic literature review\u201d by Alejandra Donoso<\/p>\n\n\n\n

Roundtable: \u201cMotivation and writing among multilingual high school and university students: A scoping review\u201d by Rakel \u00d6sterberg, Alejandra Donoso, Enrique Sologuren<\/p>\n\n\n\n

Roundtable: \u201cOn the development of writing proficiency in hindi-speaking learners in the age of AI: A teacher-centric approach from indian classrooms\u201d by Jasleen Kaur<\/p>\n\n\n\n

Roundtable: \u201cPatterns of human\u2013AI interaction in L2 writing: A critical AI literacy perspective\u201d by Peiyun Liu<\/p>\n\n\n\n

Roundtable: \u201cPerceptions and usage of generative AI in academic writing across gender\u201d by Catherine LeBlanc, Sara L. Schipper<\/p>\n\n\n\n

Roundtable: \u201cReflecting on the similarities and differences between the graduate school experiences of international EAL and US native-English-speaking students\u201d by Carol Severino<\/p>\n\n\n\n

Roundtable: \u201cReframing the humanity of the L2 writing teacher: An ecological approach to GenAI-assisted \u201cwrighting\u201d practices\u201d by Ming-i Lydia Tseng<\/p>\n\n\n\n

Roundtable: \u201cShifting paradigms to assets-based, corrective feedback on vocabulary in writing: A hierarchy for developing teacher candidates\u2019 word knowledge\u201d by Anne Ediger, Mark Romig<\/p>\n\n\n\n

Roundtable: \u201cSituated knowledge in writing teacher professional development: AI support for L2 educators in the Global South\u201d by Robin Rhodes<\/p>\n\n\n\n

Roundtable: \u201cSounding like yourself: L2 writer voice, AI mediation, and access-oriented pedagogy in first-year composition\u201d by Seth Tendler<\/p>\n\n\n\n

Roundtable: \u201cStudent perceptions of using short stories in a Japanese university EFL creative writing classroom\u201d by Camilo Villanueva<\/p>\n\n\n\n

Roundtable: \u201cSupporting L2 writing development through self-regulated learning in a GenAI-assisted classroom\u201d by Tzu-Shan Chang<\/p>\n\n\n\n

Roundtable: “Supporting writing development in primary EFL classrooms: A task-based, multisensory, and AI-supported approach” by Xuemei Huang<\/p>\n\n\n\n

Roundtable: \u201cThe human touch in peer writing support: Evolution of the PAW program at Tokyo International University in the age of AI\u201d by George Hays<\/p>\n\n\n\n

Roundtable: \u201cThe humanity of writing teachers: (Re)negotiating identity in AI-mediated EMI L2 writing classrooms\u201d by Silvia VaccinoSalvadore, Anoud Abusalim<\/p>\n\n\n\n

Roundtable: \u201cThe impact of L2 writing proficiency on tertiary academic performance\u201d by Rachael Ruegg<\/p>\n\n\n\n

Roundtable: \u201cThe limits of agency: Rethinking directed self-placement in the post-pandemic AI world\u201d by Lynn Ishikawa<\/p>\n\n\n\n

Roundtable: \u201cThe relationship between writing teachers\u2019 academic writing norms and their perceptions of generative artificial intelligence output in Japanese English-as-a-foreign-language tertiary educational contexts\u201d by Naoya Shibata, Misa Fujinuma<\/p>\n\n\n\n

Roundtable: \u201cThe use of AI in college writing and learner moral self-image: Does language background play a role?\u201d by Sharona Moskowitz, Christine Rosalia<\/p>\n\n\n\n

Roundtable: \u201cThe writing teacher\u2019s role in the age of AI: Judgment and ethical mediation in L2 writing\u201d by Yoonseo Kim, Alexandra Elizabeth Lee<\/p>\n\n\n\n

Roundtable: \u201cTranslation as genre-based L2 writing: Genre awareness and cultural reasoning in multilingual textual recontextualization\u201d by Chris Du, Cathleen Wen Li<\/p>\n\n\n\n

Roundtable: \u201cUnacclimatized? Understanding the potential of labor-based contract grading interventions in Chinese EFL writing contexts\u201d by Chenggang Liang, Shulin Yu, Nan Zhou<\/p>\n\n\n\n

Roundtable: \u201cUndergraduate vs. graduate students\u2019 use of AI: Why and how\u201d by Nagwa Kassabgy<\/p>\n\n\n\n

Roundtable: \u201cUnderstanding L2 writing complexity development through L2 proficiency and task complexity\u201d by Seungeun Lee<\/p>\n\n\n\n

Roundtable: \u201cUsing generative AI as a dialogic partner for self-editing in beginner EFL writing\u201d by Emi Hennessy<\/p>\n\n\n\n

Roundtable: \u201cWaiting for C-3PO: The strengths and shortcomings of AI translation\u201d by Charles Kowalski<\/p>\n\n\n\n

Roundtable: \u201cWhat is source-based writing? Defining the required knowledge and skills to guide source-based writing in the age of AI\u201d by Gavin O\u2019Neill<\/p>\n\n\n\n

Roundtable: \u201cWhat remains human about the L2 writing teacher in the age of AI?\u201d by Hae Chin Moon, Alexandra Elizabeth Lee<\/p>\n\n\n\n

Roundtable: \u201cWriting through entanglement: Ecology, translation, and transnational literacies across China and Qazaqstan\u201d by Joseph Wilson, Xiqiao Wang<\/p>\n\n\n\n

Colloquia<\/a> | Papers<\/a> | Roundtables<\/a> | Workshops<\/a> | Discussions<\/a><\/p>\n\n\n\n

Workshops<\/strong><\/h2>\n\n\n\n

Workshop: \u201cBeyond ChatGPT: AI tools for literature search and smart reading\u201d by Svetlana Suchkova<\/p>\n\n\n\n

Workshop: \u201cDesign and implementation of an online writing module for learning-oriented assessment\u201d by Yutaka Ishii, Yasuyo Sawaki, Yumi Fujita<\/p>\n\n\n\n

Workshop: \u201cDesigning AI supported dialogue tasks for L2 writing classrooms\u201d by Daniel Kim, Alexandra Elizabeth Lee<\/p>\n\n\n\n

Workshop: \u201cFrom diagnosis to design: Integrating AI into ESP writing through situated classroom tools\u201d by Sophie McBride, Aitor Garc\u00e9s-Manzanera<\/p>\n\n\n\n

Workshop: \u201cIMPAR3 as a teacher-designed recursive genre ecology in L2 writing\u201d by Prumel Barbudo<\/p>\n\n\n\n

Workshop: \u201cLearning from mistakes: Error logs and purposeful use of automatic correction tools\u201d by Peter Macdonald<\/p>\n\n\n\n

Workshop: \u201cProductive tensions: Using cognitive dissonance and AI to spark L2 writing ideas\u201d by Hossameldin Attia<\/p>\n\n\n\n

Workshop: \u201cRe-envisioning analogue for critical thinking, revision, and reflection in the age of AI: Connecting first year and advanced composition\u201d by Karen Foltz, Junghwa Kim<\/p>\n\n\n\n

Workshop: \u201cRules, norms, or strategies? an institutional grammar and LLM-based analysis of university AI policies\u201d by Changdeok Gim, Junghwa Kim<\/p>\n\n\n\n

Colloquia<\/a> | Papers<\/a> | Roundtables<\/a> | Workshops<\/a> | Discussions<\/a><\/p>\n\n\n\n

Discussions<\/strong><\/h2>\n\n\n\n

Discussion: \u201cBelonging, mastery, and machine intelligence in K\u201312 second\u2011language writing: A conversation across contexts\u201d by Julie Goldman<\/p>\n\n\n\n

Discussion: \u201cCan group project writing preserve meaningful student and teacher agency in the age of AI?\u201d by Ida Klitg\u00e5rd<\/p>\n\n\n\n

Discussion: \u201cExercising your language muscles: Effective, ethical AI use for second language learning\u201d by Angela Feekery, Kennedy Olivia<\/p>\n\n\n\n

Discussion: \u201cGenAI and building the conditions of humanizing writing pedagogy: Critical reflections from multilingual writing educators\u201d by Eunjeong Lee, Kh\u00e1nh L\u00ea, Trish Morita-Mullaney<\/p>\n\n\n\n

Discussion: \u201cHuman\u2013AI collaboration in L2 writing feedback: Teacher agency, student perceptions, and prompt literacy\u201d by Harris Bras, Masakazu Mishima, Mira Baker, Mei-Hung Lin<\/p>\n\n\n\n

Discussion: \u201cOperationalizing global Englishes concepts into second-language writing practices\u201d by Kenny Harsch<\/p>\n\n\n\n

Discussion: \u201cPreventing AI or preventing access? Developing AI policies for linguistic justice\u201d by Todd Ruecker, Aly Welker, cookie egret<\/p>\n\n\n\n

Discussion: \u201cThe use of learner corpora to teach second language writing in the age of AI\u201d by Robert MacIntyre<\/p>\n\n\n\n

Discussion: \u201cTranslanguaging, modality, and deaf writers: A guided discussion of secondary students\u2019 writing\u201d by Hannah Dostal, Kimberly Wolbers<\/p>\n\n\n\n

Discussion: \u201cWhat do writing teachers do now?\u201d by Manuel Senna IV<\/p>\n\n\n\n

Colloquia<\/a> | Papers<\/a> | Roundtables<\/a> | Workshops<\/a> | Discussions<\/a><\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Colloquia | Papers | Roundtables | Workshops | Discussions Colloquia Colloquium: \u201cColloquium on teachers\u2019 professional knowledge and instructional practices across diverse writing contexts: Mapping the terrain, charting the future\u201d by Vera Busse, Peter Crosthwaite, Icy Lee, Qing Ma, Mark Feng Teng Colloquium: \u201cEntanglements of multilingual writing\u201d by Aina Tanaka, Daisuke Kimura, Yumi Matsumoto, Ivan Jin,…<\/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-3277","page","type-page","status-publish","hentry"],"yoast_head":"\n2026 Accepted Presentations - 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\/2026-accepted-presentations\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"2026 Accepted Presentations - Symposium on Second Language Writing\" \/>\n<meta property=\"og:description\" content=\"Colloquia | Papers | Roundtables | Workshops | Discussions Colloquia Colloquium: \u201cColloquium on teachers\u2019 professional knowledge and instructional practices across diverse writing contexts: Mapping the terrain, charting the future\u201d by Vera Busse, Peter Crosthwaite, Icy Lee, Qing Ma, Mark Feng Teng Colloquium: \u201cEntanglements of multilingual writing\u201d by Aina Tanaka, Daisuke Kimura, Yumi Matsumoto, Ivan Jin,...\" \/>\n<meta property=\"og:url\" content=\"https:\/\/pmatsuda.net\/sslw\/2026-accepted-presentations\/\" \/>\n<meta property=\"og:site_name\" content=\"Symposium on Second Language Writing\" \/>\n<meta property=\"article:modified_time\" content=\"2026-04-20T18:50:41+00:00\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"24 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/pmatsuda.net\\\/sslw\\\/2026-accepted-presentations\\\/\",\"url\":\"https:\\\/\\\/pmatsuda.net\\\/sslw\\\/2026-accepted-presentations\\\/\",\"name\":\"2026 Accepted Presentations - Symposium on Second Language Writing\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/pmatsuda.net\\\/sslw\\\/#website\"},\"datePublished\":\"2026-04-15T22:18:07+00:00\",\"dateModified\":\"2026-04-20T18:50:41+00:00\",\"breadcrumb\":{\"@id\":\"https:\\\/\\\/pmatsuda.net\\\/sslw\\\/2026-accepted-presentations\\\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/pmatsuda.net\\\/sslw\\\/2026-accepted-presentations\\\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/pmatsuda.net\\\/sslw\\\/2026-accepted-presentations\\\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\\\/\\\/pmatsuda.net\\\/sslw\\\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"2026 Accepted Presentations\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/pmatsuda.net\\\/sslw\\\/#website\",\"url\":\"https:\\\/\\\/pmatsuda.net\\\/sslw\\\/\",\"name\":\"Symposium on Second Language Writing\",\"description\":\"Premier international conference on research and teaching of writing in additional languages.\",\"publisher\":{\"@id\":\"https:\\\/\\\/pmatsuda.net\\\/sslw\\\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\\\/\\\/pmatsuda.net\\\/sslw\\\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"},{\"@type\":\"Organization\",\"@id\":\"https:\\\/\\\/pmatsuda.net\\\/sslw\\\/#organization\",\"name\":\"Symposium on Second Language Writing\",\"url\":\"https:\\\/\\\/pmatsuda.net\\\/sslw\\\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\\\/\\\/pmatsuda.net\\\/sslw\\\/#\\\/schema\\\/logo\\\/image\\\/\",\"url\":\"https:\\\/\\\/i0.wp.com\\\/pmatsuda.net\\\/sslw\\\/wp-content\\\/uploads\\\/2023\\\/03\\\/cropped-sslwlogo_wordmark.png?fit=1500%2C500&ssl=1\",\"contentUrl\":\"https:\\\/\\\/i0.wp.com\\\/pmatsuda.net\\\/sslw\\\/wp-content\\\/uploads\\\/2023\\\/03\\\/cropped-sslwlogo_wordmark.png?fit=1500%2C500&ssl=1\",\"width\":1500,\"height\":500,\"caption\":\"Symposium on Second Language Writing\"},\"image\":{\"@id\":\"https:\\\/\\\/pmatsuda.net\\\/sslw\\\/#\\\/schema\\\/logo\\\/image\\\/\"}}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"2026 Accepted Presentations - Symposium on Second Language Writing","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/pmatsuda.net\/sslw\/2026-accepted-presentations\/","og_locale":"en_US","og_type":"article","og_title":"2026 Accepted Presentations - Symposium on Second Language Writing","og_description":"Colloquia | Papers | Roundtables | Workshops | Discussions Colloquia Colloquium: \u201cColloquium on teachers\u2019 professional knowledge and instructional practices across diverse writing contexts: Mapping the terrain, charting the future\u201d by Vera Busse, Peter Crosthwaite, Icy Lee, Qing Ma, Mark Feng Teng Colloquium: \u201cEntanglements of multilingual writing\u201d by Aina Tanaka, Daisuke Kimura, Yumi Matsumoto, Ivan Jin,...","og_url":"https:\/\/pmatsuda.net\/sslw\/2026-accepted-presentations\/","og_site_name":"Symposium on Second Language Writing","article_modified_time":"2026-04-20T18:50:41+00:00","twitter_card":"summary_large_image","twitter_misc":{"Est. reading time":"24 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"WebPage","@id":"https:\/\/pmatsuda.net\/sslw\/2026-accepted-presentations\/","url":"https:\/\/pmatsuda.net\/sslw\/2026-accepted-presentations\/","name":"2026 Accepted Presentations - Symposium on Second Language Writing","isPartOf":{"@id":"https:\/\/pmatsuda.net\/sslw\/#website"},"datePublished":"2026-04-15T22:18:07+00:00","dateModified":"2026-04-20T18:50:41+00:00","breadcrumb":{"@id":"https:\/\/pmatsuda.net\/sslw\/2026-accepted-presentations\/#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/pmatsuda.net\/sslw\/2026-accepted-presentations\/"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/pmatsuda.net\/sslw\/2026-accepted-presentations\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/pmatsuda.net\/sslw\/"},{"@type":"ListItem","position":2,"name":"2026 Accepted Presentations"}]},{"@type":"WebSite","@id":"https:\/\/pmatsuda.net\/sslw\/#website","url":"https:\/\/pmatsuda.net\/sslw\/","name":"Symposium on Second Language Writing","description":"Premier international conference on research and teaching of writing in additional languages.","publisher":{"@id":"https:\/\/pmatsuda.net\/sslw\/#organization"},"potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/pmatsuda.net\/sslw\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-US"},{"@type":"Organization","@id":"https:\/\/pmatsuda.net\/sslw\/#organization","name":"Symposium on Second Language Writing","url":"https:\/\/pmatsuda.net\/sslw\/","logo":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/pmatsuda.net\/sslw\/#\/schema\/logo\/image\/","url":"https:\/\/i0.wp.com\/pmatsuda.net\/sslw\/wp-content\/uploads\/2023\/03\/cropped-sslwlogo_wordmark.png?fit=1500%2C500&ssl=1","contentUrl":"https:\/\/i0.wp.com\/pmatsuda.net\/sslw\/wp-content\/uploads\/2023\/03\/cropped-sslwlogo_wordmark.png?fit=1500%2C500&ssl=1","width":1500,"height":500,"caption":"Symposium on Second Language Writing"},"image":{"@id":"https:\/\/pmatsuda.net\/sslw\/#\/schema\/logo\/image\/"}}]}},"jetpack_sharing_enabled":true,"jetpack_likes_enabled":false,"_links":{"self":[{"href":"https:\/\/pmatsuda.net\/sslw\/wp-json\/wp\/v2\/pages\/3277","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pmatsuda.net\/sslw\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/pmatsuda.net\/sslw\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/pmatsuda.net\/sslw\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/pmatsuda.net\/sslw\/wp-json\/wp\/v2\/comments?post=3277"}],"version-history":[{"count":20,"href":"https:\/\/pmatsuda.net\/sslw\/wp-json\/wp\/v2\/pages\/3277\/revisions"}],"predecessor-version":[{"id":3544,"href":"https:\/\/pmatsuda.net\/sslw\/wp-json\/wp\/v2\/pages\/3277\/revisions\/3544"}],"wp:attachment":[{"href":"https:\/\/pmatsuda.net\/sslw\/wp-json\/wp\/v2\/media?parent=3277"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}