{"id":3780,"date":"2026-08-01T05:57:08","date_gmt":"2026-08-01T12:57:08","guid":{"rendered":"https:\/\/pmatsuda.net\/sslw\/?p=3780"},"modified":"2026-08-27T15:26:14","modified_gmt":"2026-08-27T22:26:14","slug":"tentative-program-now-available","status":"publish","type":"post","link":"https:\/\/pmatsuda.net\/sslw\/tentative-program-now-available\/","title":{"rendered":"Tentative Program Now Available"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">The full online program for SSLW2026 is now available at <a href=\"https:\/\/sslw2026.sched.com\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/sslw2026.sched.com<\/a>. Any further changes will be made only to the online program.  <\/p>\n\n\n\n<!--\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p class=\"wp-block-paragraph\">This is a tentative tentative program that was last updated on August 28. Please note that this schedule is still under development. Session times, room assignments, and other details may change without notice.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">If you are presenting at SSLW2026, please review your presentation information carefully. Check for any scheduling omissions, errors, or conflicts. If you notice any problems, please notify the <a href=\"mailto:sslw@asu.edu?subject=SSLW2026%20Tentative%20Program\">Chair<\/a> as soon as possible. <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Session rooms and times will keep changing for a while. <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">SSLW2026 is a fully in-person conference. Pre-recorded and online presentations will not be available. If you are no longer able to attend the conference in person and need to withdraw your presentation, please contact the <a href=\"mailto:sslw@asu.edu?subject=SSLW2026%20Tentative%20Program\">Chair<\/a> immediately.<\/p>\n\n\n\n<div class=\"sslw-participant-schedule\">\n  <table>\n    <thead>\n      <tr>\n        <th scope=\"col\">Date<\/th>\n        <th scope=\"col\">Time<\/th>\n        <th scope=\"col\">Room<\/th>\n        <th scope=\"col\">Session Type<\/th>\n        <th scope=\"col\">Session Title<\/th>\n        <th scope=\"col\">Authors<\/th>\n      <\/tr>\n    <\/thead>\n    <tbody>\n      <tr>\n        <td>10\/22<\/td>\n        <td>9:00 am - 6:00 pm<\/td>\n        <td>Kyoto Station Tourist Bus Terminal<\/td>\n        <td>Social Event<\/td>\n        <td>Networking Excursion<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/22<\/td>\n        <td>6:00 pm - 8:00 pm<\/td>\n        <td>Pig &amp; Wistle<\/td>\n        <td>Social Event<\/td>\n        <td>Pre-Symposium Social<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>9:30 am - 11:40 am<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Open Meeting<\/td>\n        <td>Coffee &amp; Networking<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>9:30 am - 5:00 pm<\/td>\n        <td>2nd Floor Lobby<\/td>\n        <td>Registration and Check In<\/td>\n        <td>Registration and Check In<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>10:00 am - 10:30 am<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Negotiating human agency and AI in disciplinary L2 writing: The teacher as discourse mentor<\/td>\n        <td>Huang-Yuan (Patrick) Hsiao, Wan-Chun (Iris) Hsieh<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>10:00 am - 10:30 am<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>Promoting research in a second language: Chinese scholars\u2019 promotional practices and perceptions in English research articles<\/td>\n        <td>Xinyue Li, Liming Deng<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>10:00 am - 10:30 am<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Do human raters and GenAI \u201cperceive\u201c writing quality in a similar way? A corpus-based investigation of stance features in L2 engineering writing<\/td>\n        <td>Ge Lan, Jie Yang, Yi Li<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>10:00 am - 10:30 am<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Data-driven learning meets generative artificial intelligence: Informal Internet written language in Chinese, Japanese, and Korean<\/td>\n        <td>Alexander Fukin Tang, Keisuke Harada, Richard Medina<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>10:00 am - 10:30 am<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>A methodological synthesis of reformulation research in L2 writing<\/td>\n        <td>Yushi Ito, Sho Nakai, Yoko Fujisawa<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>10:00 am - 11:40 am<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Colloquium<\/td>\n        <td>Navigating SLW program administration in the time of generative AI: A colloquium<\/td>\n        <td>Angela Hakim, Silvia Pessoa, Maria Pia Gomez-Laich, Thomas Mitchell, Sandra Zappa-Hollman, Eman Elturki, Jaqueline Michelle Gianico, Todd Ruecker<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>10:35 am - 11:05 am<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Rhetorical moves model of L2 student-authored IMRaD-style papers<\/td>\n        <td>Alexandra Terashima, Anna Bordilovskaya<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>10:35 am - 11:05 am<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>Beyond compliance: GAI and the sociolinguistic ecology of academic knowledge production<\/td>\n        <td>Pejman Habibie<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>10:35 am - 11:05 am<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Balancing human input and technical rigor when developing a new writing rubric<\/td>\n        <td>Heather Elliott, Mark Chapman, Tanya Bitterman<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>10:35 am - 11:05 am<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>AI-supported peer review and revision development in first-year EFL academic writing<\/td>\n        <td>Mei-Lan Lo, Miao-Ling Hsieh, Amy B. M. Tsui, Jack Pun<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>10:35 am - 11:05 am<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>Written corrective feedback, learner cognitive and emotional processing, and accuracy development in beginning EFL writing<\/td>\n        <td>Wataru Suzuki, Kounosuke Sato, Ryo Saito<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>11:10 am - 11:40 am<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Designing humane EFL writing pedagogy with AI: A liberating structures approach<\/td>\n        <td>Yasmine Salah El-Din<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>11:10 am - 11:40 am<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Understanding feedback researchers\u2019 feedback beliefs and practices in second language writing: How does research inform practice?<\/td>\n        <td>Shulin Yu<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>11:10 am - 11:40 am<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Educational level as a missing lens: Revisiting genre in three traditions<\/td>\n        <td>Akiko Nagao, Cassi Liardet, Harni Kartika Ningsih, Winfred Xuan, Anne-Coleman Webre<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>11:10 am - 11:40 am<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>Depth of engagement in AI- and corpus-based revision: A process-oriented comparison in L2 writing<\/td>\n        <td>Yoshiho Satake<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>11:40 am - 12:45 pm<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Lunch<\/td>\n        <td>Lunch<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>11:40 am - 12:45 pm<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Sponsored Session<\/td>\n        <td>Publishing in the Journal of Second Language Writing (Open Meeting)<\/td>\n        <td>Stephen Doolan, Shulin Yu, Gary Fogal, Yang Zhao<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>11:40 am - 12:45 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Lunch<\/td>\n        <td>Lunch<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>11:40 am - 12:45 pm<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Lunch; coffee tear down<\/td>\n        <td>Lunch<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Efficient yet deficient? Comparing human and ChatGPT formative feedback on source-based arguments<\/td>\n        <td>Shireen Campbell, Rebeca Fernandez, Fangzhi He, Katie Horowitz<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>A comparative analysis of learner trust in AI and human corrective feedback in L2 Hebrew writing<\/td>\n        <td>Eihab Abu-Rabiah<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>The evolution of a design study: Critical GenAI in second language writing<\/td>\n        <td>Naseh Shahri, Afarin Rajaei<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>How L2 Chinese learners\u2019 interaction with GenAI feedback reshapes teachers\u2019 roles in writing instruction<\/td>\n        <td>Jiayang Sun<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>Multilingual creativity: Exploring issues of L2 creative writing in the age of AI<\/td>\n        <td>Atsushi Iida, Bee Chamcharatsri<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Paper<\/td>\n        <td>Academic writing for graduate students in Japan<\/td>\n        <td>Laura MacGregor<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>12:45 pm - 2:25 pm<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Colloquium<\/td>\n        <td>Writing with AI, teaching against bias: Linguistic justice and the peer &amp; AI review + reflection (PAIRR) pedagogical model<\/td>\n        <td>Aparna Sinha, Julie Gamberg, Sophia Minnillo<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>\u201cI could never write a poem like this in English\u201d: AI-mediated literary writing practice<\/td>\n        <td>Jin Kyeong Jung<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>Appraisal resources across cars moves in research article introductions: A comparison of ESL graduate students and scholars<\/td>\n        <td>Jun Zhao<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Patterns of human\u2013AI interaction in L2 writing: A critical AI literacy perspective<\/td>\n        <td>Peiyun Liu<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Engaging in dialogue during collaborative processing: The interplay among cognitive, social, and emotional engagement<\/td>\n        <td>Yi-Min Chiu, Hui-Tzu Min<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>From \u201cnativelike\u201d to practical: Comparing human and AI reformulation as written feedback<\/td>\n        <td>Sho Nakai, Natsuko Shintani<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Paper<\/td>\n        <td>AI-embedded doctoral writing instruction: A longitudinal case study in an education faculty<\/td>\n        <td>Wenxin Zhou, Xiaoling Liu<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Reimagining disciplinary writing in EMI science classrooms: A genre-based, technology-integrated approach<\/td>\n        <td>Jack Pun<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>The role of AI-assisted learning in academic writing: A mixed-methods study on Chinese as a second language students<\/td>\n        <td>Yang Gong<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Tracing AI-mediated autonomy and dependence in graduate L2 summary writing<\/td>\n        <td>Olga Li<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Harmonizing Dao and Shu: A collaborative autoethnography of two EFL writing teachers\u2019 expertise development in GenAI-mediated writing<\/td>\n        <td>Min Zou, Fang Liu<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>More than red ink: Dynamic written corrective feedback in a Japanese EFL classroom<\/td>\n        <td>Kate Matthews, Grant Eckstein<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>2:25 pm - 2:55 pm<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Coffee Break<\/td>\n        <td>Coffee Break<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Enhancing L2 writers\u2019 prompt literacy: Effects of a structured prompt-writing instruction in a GAI-supported classroom<\/td>\n        <td>Mei-Hung Lin<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>From beliefs to enacted practices: University language teachers\u2019 assessment of multimodal composing in second language classrooms<\/td>\n        <td>Yu-Shan Fan<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>AI as feedback in the ecology of multilingual writing: Enacting genre awareness in an AI-mediated classroom<\/td>\n        <td>Cathleen Wen Li<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Writing as a human witness: Life narrative and somatic resilience in the age of AI<\/td>\n        <td>Guy Giard<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>Keeping writing human: Assignment redesign in first-year writing<\/td>\n        <td>Silvia Pessoa, Maria Pia Gomez-Laich, Thomas Mitchell<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Paper<\/td>\n        <td>Reconfiguring teacher-writer-AI relationships through prompt literacy in L2 revision<\/td>\n        <td>Claudia Sangmi Yun, Hyekyung Yu<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>2:55 pm - 4:35 pm<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Colloquium<\/td>\n        <td>Entanglements of multilingual writing<\/td>\n        <td>Aina Tanaka, Daisuke Kimura, Yumi Matsumoto, Ivan Jin, Jerry Lee, Jung-Hsien Lin<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Prompted humanity: What AI prompting reveals about genre knowledge and pedagogical labour in EAP<\/td>\n        <td>Derya Alt\u0131nmakas<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>Translanguaging with generative AI: Teacher and student perspectives in multilingual writing classrooms<\/td>\n        <td>Amani Jaber, Tzipora Rakedzon<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Teacher agency or the lack thereof? Examining the intersection of teaching-related GenAI use and ESL graduate teacher agency<\/td>\n        <td>Xiao Tan<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Helping an EFL writer develop a voice through poetic inquiry: A case study<\/td>\n        <td>Wakana Nobeyama<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>Co-constructing academic collocational competence in academic writing through corpus consultation and AI-mediated interaction<\/td>\n        <td>Thi Thuy Linh Nguyen, Peter Crosthwaite<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Paper<\/td>\n        <td>Exploring teachers\u2019 human role in AI-assisted second language writing classroom: A process writing perspective<\/td>\n        <td>Celiacika Gustisiwi Puteri, Bambang Yudi Cahyono<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Engaging with dual feedback: L2 writers\u2019 responses to simultaneous teacher and AWE Input<\/td>\n        <td>Nihan Sanic<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>Bridging disciplinary gaps: Corpus-based genre analysis in academic writing instruction<\/td>\n        <td>Ching-Fen Chang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Using AI to enhance student-tacher dialogue in L2 writing classes<\/td>\n        <td>Kyle Jensen<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Exploring EFL teachers\u2019 technological pedagogical content knowledge (TPACK) in GenAI-mediated writing instruction: A Chinese study<\/td>\n        <td>Rui Yuan, Kailun Wang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>Effects of machine translation-integrated pedagogy on the quality of second language writing<\/td>\n        <td>Mikie Nishiyama<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Paper<\/td>\n        <td>Linguistic prejudice toward GenAI-style in EAL writing<\/td>\n        <td>Yachao Sun, Wendy Li<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>4:45 pm - 5:00 pm<\/td>\n        <td>Centennial Hall<\/td>\n        <td>Opening Ceremony<\/td>\n        <td>Opening Ceremony<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>5:00 pm - 6:00 pm<\/td>\n        <td>Centennial Hall<\/td>\n        <td>Plenary<\/td>\n        <td>Reframing humanity in L2 writing education: Teachers and learners in the age of AI<\/td>\n        <td>Miyuki Sasaki<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>6:00 pm - 8:00 pm<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Opening Reception<\/td>\n        <td>Opening Reception<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>6:00 pm - 8:00 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Opening Reception<\/td>\n        <td>Opening Reception<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/23<\/td>\n        <td>6:00 pm - 8:00 pm<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Opening Reception<\/td>\n        <td>Opening Reception<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>9:00 am - 5:00 pm<\/td>\n        <td>2nd Floor Lobby<\/td>\n        <td>Registration and Check In<\/td>\n        <td>Registration and Check In<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>9:30 am - 10:00 am<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Negotiating identity and authority in AI-mediated L2 academic writing: Translanguaging and transpositioning<\/td>\n        <td>Bingke Chen<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>9:30 am - 10:00 am<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>Scaffolding, creativity, and the human dimensions of L2 writing pedagogy<\/td>\n        <td>Olivia Kennedy, Sandra Healy<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>9:30 am - 10:00 am<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>L2 french writers\u2019 motivations and perceptions toward GenAI-enhanced writing from a self-determination perspective: Examination across AI tools, proficiency levels, and course grades<\/td>\n        <td>Ji-young Shin, Magda Tigchelaar<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>9:30 am - 10:00 am<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>From passive reliance to critical use: Peer interaction and engagement in MT-assisted L2 writing<\/td>\n        <td>Mariko Yuasa<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>9:30 am - 10:00 am<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Paper<\/td>\n        <td>Reconfiguring teacher expertise in AI-mediated L2 writing: Insights from manga-based writing<\/td>\n        <td>Takako Yasuta<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>9:30 am - 10:00 am<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>Japanese undergraduates\u2019 perceptions of feedback in academic English writing: Balancing human- and AI-mediated approaches<\/td>\n        <td>John Rylander, Catherine LeBlanc, Jacob Dunlap<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>9:30 am - 10:00 am<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Paper<\/td>\n        <td>Investigating L2 writers\u2019 engagement with a customised GPT for pre-task planning<\/td>\n        <td>Carrie Xin Peng, Xingcheng Wang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>9:30 am - 11:45 am<\/td>\n        <td>Centennial Hall<\/td>\n        <td>Invited Colloquium<\/td>\n        <td>Remaining human in AI-shaped writing education: Writing teacher expertise, judgment, and care in higher education contexts<\/td>\n        <td>Mayumi Fujioka, Chiaki Baba, Ryuichi Sato, Madoka Kawano, Naoya Shibata<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>10:05 am - 10:35 am<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>A racial methodology of GTA training in mainstream and multilingual contexts<\/td>\n        <td>Stephanie Leow<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>10:05 am - 10:35 am<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>Human-AI synergy in postgraduate L2 academic writing: Cognitive-attitudinal dynamics and teachers\u2019 irreplaceable humanity<\/td>\n        <td>Li Chen<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>10:05 am - 10:35 am<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Classroom writing assessment in Singapore schools: Teachers\u2019 beliefs, practices, and the role of technology (including AI)<\/td>\n        <td>Rachel Xuelian Zhu, Icy Lee<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>10:05 am - 10:35 am<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>AI-assisted metacognitive awareness building for academic writing in a flipped classroom<\/td>\n        <td>Hui-chia Judy Shih<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>10:05 am - 10:35 am<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Paper<\/td>\n        <td>EFL undergraduate students\u2019 cross-genre awareness and recontextualization in dual-writing spaces<\/td>\n        <td>Naoko Mochizuki<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>10:05 am - 10:35 am<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>Agency for international students in L2 writing: AI as rehearsal space for voice<\/td>\n        <td>Alexandra Elizabeth Lee<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>10:05 am - 10:35 am<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Paper<\/td>\n        <td>Keeping AI-supported L2 writing human: Teacher agency, AI-mediated revision, and intercultural audience in a POSTECH\u2013NUS project<\/td>\n        <td>Soo-Ok Kweon<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>10:40 am - 11:10 am<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>L1 and L2 Japanese writers\u2019 agency in AI-supported writing: Responses to ChatGPT feedback<\/td>\n        <td>Yasuko Okano<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>10:40 am - 11:10 am<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>Dissertating as an SLW: A study on human-machine-language ecologies<\/td>\n        <td>Alex Way<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>10:40 am - 11:10 am<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Understanding the side effects of teacher feedback in second language writing<\/td>\n        <td>Zhicheng Mao<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>10:40 am - 11:10 am<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Exploring Chinese undergraduates\u2019 emotional experiences as dual-role participants in L2 writing peer feedback<\/td>\n        <td>Wenlei Zhu, Yao Zheng<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>10:40 am - 11:10 am<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Paper<\/td>\n        <td>The effects of task complexity on young learners\u2019 second language writing performance (CAF): Mediating roles of writing motivation and writing anxiety<\/td>\n        <td>Junqing Guo, Shaofeng Li<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>10:40 am - 11:10 am<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>What happens after the conference: Tracing and following feedback into L2 student revisions<\/td>\n        <td>Hyrum Pastores, Grant Eckstein<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>10:40 am - 11:10 am<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Paper<\/td>\n        <td>Students\u2019 use of GenAI tools in digitally mediated research writing<\/td>\n        <td>Jinrong Li, Kathleen O\u2019Reilly, Joseph D. Atoyebi<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>11:15 am - 11:45 am<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Digital tools and the power of peer interaction in the L2 writing classroom<\/td>\n        <td>Michelle Jerrems, Tiffani Blatchford, I-ting Tsai<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>11:15 am - 11:45 am<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>Human-centered AI literacy in graduate writing education: Reclaiming the humanity of writing teachers in the age of AI<\/td>\n        <td>Afarin Rajaei, Naseh Shahri<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>11:15 am - 11:45 am<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Human and AI judgment in TOEFL writing instruction: Teachers negotiating authority, identity and accountability<\/td>\n        <td>Xinyue Shui, Wei Wang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>11:15 am - 11:45 am<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Developing critical AI literacy in second language writing contexts: A preliminary analysis of course-level AI policy guidelines in universities in Taiwan<\/td>\n        <td>Sin-Yi Chang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>11:15 am - 11:45 am<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Paper<\/td>\n        <td>From personal experience to academic voice: Using 3MT as a genre bridge in a multilingual L2 writing classroom<\/td>\n        <td>Junko Otoshi, Mariko Uzuka, Naomi Fujishima<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>11:15 am - 11:45 am<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>Exploring university students\u2019 feedback literacy and revision behavior in generative AI-mediated L2 writing: An explanatory sequential mixed methods study<\/td>\n        <td>Katsuki Oshiro, Yutaka Ishii<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>11:15 am - 11:45 am<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Paper<\/td>\n        <td>Negotiating academic writing across disciplines in an international liberal arts graduate program: Student and faculty perspectives<\/td>\n        <td>Junko Imai<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>11:45 am - 12:45 pm<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Closed Meeting<\/td>\n        <td>JSLW Editorial Advisory Board Meeting (Closed Meeting)<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>11:45 am - 12:45 pm<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Lunch<\/td>\n        <td>Lunch<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>11:45 am - 12:45 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Lunch<\/td>\n        <td>Lunch<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>11:45 am - 12:45 pm<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Lunch<\/td>\n        <td>Lunch<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Genre-based writing pedagogy in the time of GenAI: Reflections on practice and future research<\/td>\n        <td>Angela Hakim, Febriana Lestari, Shangyu Jiang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>Humanizing GenAI-assisted writing feedback: Developing EFL teachers\u2019 AI feedback literacy through a co-designed evidence-informed intervention<\/td>\n        <td>Xinyu Liu, Qi Wang, Guangwei Hu<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Human judgment and prompt fairness in L2 writing assessment in the age of AI<\/td>\n        <td>Sohyeon Lee<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Teacher-designed AI as a questioning partner: Developing high school students\u2019 argumentation in L2 writing through debate instruction<\/td>\n        <td>Miho Izumi, Atsushi Mizumoto<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Paper<\/td>\n        <td>Audience effects in languaging: Replication with the English passive and two written languaging opportunities<\/td>\n        <td>Masako Ishikawa, Wataru Suzuki<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>Ecologies of multilingual writing (EMW): A conceptual framework<\/td>\n        <td>Dwight Atkinson, Jeroen Gevers<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall III Table 1<\/td>\n        <td>Discussion<\/td>\n        <td>Human\u2013AI collaboration in L2 writing feedback: Teacher agency, student perceptions, and prompt literacy<\/td>\n        <td>Harris Bras, Masakazu Mishima, Mira Baker, Mei-Hung Lin<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall III Table 2<\/td>\n        <td>Discussion<\/td>\n        <td>Can group project writing preserve meaningful student and teacher agency in the age of AI?<\/td>\n        <td>Ida Klitg\u00e5rd<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall III Table 3<\/td>\n        <td>Discussion<\/td>\n        <td>Exercising your language muscles: Effective, ethical AI use for second language learning<\/td>\n        <td>Angela Feekery, Kennedy Olivia<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall III Table 4<\/td>\n        <td>Discussion<\/td>\n        <td>Translanguaging, modality, and deaf writers: A guided discussion of secondary students\u2019 writing<\/td>\n        <td>Hannah Dostal, Kimberly Wolbers, Leala Holcomb<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall III Table 5<\/td>\n        <td>Roundtable<\/td>\n        <td>Issues in peer review and communication: Practices for cultivating confidence in L2 writing<\/td>\n        <td>Ashton E. Dawes, Kathryn Jurns<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall III Table 6<\/td>\n        <td>Roundtable<\/td>\n        <td>What is source-based writing? Defining the required knowledge and skills to guide source-based writing in the age of AI<\/td>\n        <td>Gavin O\u2019Neill<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall III Table 7<\/td>\n        <td>Roundtable<\/td>\n        <td>Using generative AI as a dialogic partner for self-editing in beginner EFL writing<\/td>\n        <td>Emi Hennessy<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall III Table 8<\/td>\n        <td>Roundtable<\/td>\n        <td>Reflecting on the similarities and differences between the graduate school experiences of international EAL and US native-English-speaking students<\/td>\n        <td>Carol Severino<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall III Table 9<\/td>\n        <td>Discussion<\/td>\n        <td>What do writing teachers do now?<\/td>\n        <td>Manuel Senna IV<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>12:45 pm - 2:25 pm<\/td>\n        <td>Centennial Hall<\/td>\n        <td>Colloquium<\/td>\n        <td>Colloquium on teachers\u2019 professional knowledge and instructional practices across diverse writing contexts: Mapping the terrain, charting the future<\/td>\n        <td>Vera Busse, Peter Crosthwaite, Icy Lee, Qing Ma, Mark Feng Teng<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>AI as a writing process partner: Supporting student authorship in a Japanese EFL life writing project<\/td>\n        <td>Mika Toff, Takahiko Yamamori, Kana Wakida<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>High school-university collaboration in writing pedagogy: Influence on high school teachers<\/td>\n        <td>Noriko Kurihara, Madoka Kawano, Miho Yamashita<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Feedback as interaction: An experimental comparison between human and AI-mediated writing conferences in L2 writing<\/td>\n        <td>Mira Bekar, Ilina Kachinske<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Economies of academic writing for multilingual international students<\/td>\n        <td>Zhaozhe Wang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Paper<\/td>\n        <td>Individual differences in collaborative writing: The role of working memory and anxiety in a beginner adult-immigrant context<\/td>\n        <td>Gabriel Michaud, Sophie McBride<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>Impact of AI-assisted feedback on EFL students\u2019 writing performance: A process-oriented approach<\/td>\n        <td>Kai-Lin Wu<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall III Table 1<\/td>\n        <td>Discussion<\/td>\n        <td>Belonging, mastery, and machine intelligence in K\u201312 second\u2011language writing: A conversation across contexts<\/td>\n        <td>Julie Goldman<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall III Table 2<\/td>\n        <td>Discussion<\/td>\n        <td>Operationalizing global Englishes concepts into second-language writing practices<\/td>\n        <td>Kenny Harsch<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall III Table 3<\/td>\n        <td>Discussion<\/td>\n        <td>GenAI and building the conditions of humanizing writing pedagogy: Critical reflections from multilingual writing educators<\/td>\n        <td>Eunjeong Lee, Kh\u00e1nh L\u00ea, Trish Morita-Mullaney, Diep Nguyen<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall III Table 4<\/td>\n        <td>Discussion<\/td>\n        <td>Preventing AI or preventing access? Developing AI policies for linguistic justice<\/td>\n        <td>Todd Ruecker, Aly Welker<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall III Table 5<\/td>\n        <td>Discussion<\/td>\n        <td>The use of learner corpora to teach second language writing in the age of AI<\/td>\n        <td>Robert MacIntyre<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall III Table 6<\/td>\n        <td>Roundtable<\/td>\n        <td>Distinguishing human-written from machine-generated text: Comparing language teachers, AI checker apps and LLMs<\/td>\n        <td>John Bankier<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall III Table 7<\/td>\n        <td>Roundtable<\/td>\n        <td>Mapping student agency in project-based CLIL: Structural patterns from an explanatory sequential mixed-methods study<\/td>\n        <td>Masakazu Mishima<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall III Table 8<\/td>\n        <td>Roundtable<\/td>\n        <td>Perceptions and usage of generative AI in academic writing across gender<\/td>\n        <td>Catherine LeBlanc, Sara L. Schipper<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Investigating the depth of processing in collaborative and individual languaging across writing stages<\/td>\n        <td>Maki Imazawa<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>Writing instructors-AI engineer interdisciplinary collaboration for promoting L2 writers\u2019 agency in the GenAI era: Activity theory perspective<\/td>\n        <td>Tomoko Oyama, Anubhav Anubhav, Yuka Akiyama<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Conceptualizations and methodological trends in L2 student feedback literacy: A scoping review (2012\u20132025)<\/td>\n        <td>Jun Takahashi, Jui-Hsin Renee Hung, Yeoeun Park<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Teacher emotion labour and instructional decision-making in multilingual L2 writing classrooms<\/td>\n        <td>Witchuda Chaisong<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Paper<\/td>\n        <td>Countering AI homogenisation: Developing adaptable writers through multi-genre pedagogy<\/td>\n        <td>Peter Wingrove, Raffaella Negretti, Lisa McGrath, Christine Feak<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>Understanding L2 writers\u2019 responsiveness in AI-mediated dynamic assessment for academic writing<\/td>\n        <td>Yu-Ting Kao<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>2:25 pm - 2:55 pm<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Coffee Break<\/td>\n        <td>Coffee Break<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Implementing generative AI in the spanish classroom: Students\u2019 beliefs and satisfaction with ChatGPT for L2 written communication through corrective feedback and role-plays<\/td>\n        <td>Pablo Robles-Garc\u00eda, Ji-young Shin, Claudia S\u00e1nchez-Guti\u00e9rrez<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>AI-based feedback vs. model text feedback in L2 writing: Effects on writing quality and learners\u2019 affective factors<\/td>\n        <td>Atsushi Doi, Soma Sekiguchi, Atsushi Miura<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>How tutoring approaches emerge: Metacognitive experiences in writing centre practice in Chinese higher education<\/td>\n        <td>Delin Kong<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>From research task to embodied practice: A longitudinal ecological case study of English diary in a relational network<\/td>\n        <td>Kimie Yamamura<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Paper<\/td>\n        <td>Perceptions and challenges in flipped writing classrooms: Insights from indonesian pre-service EFL teacher education programs<\/td>\n        <td>Husnawadi<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>Using AI to map the ecologies of multilingual writing across US-based colleges and universities<\/td>\n        <td>Kendon Kurzer, Paul Kidhardt, Greer Murphy<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>International Conference Hall III Table 1<\/td>\n        <td>Roundtable<\/td>\n        <td>Examining the relationships between efficient test tasks on the updated TOEFL iBT and extended writing performances<\/td>\n        <td>Daniel Isbell, Ching-Ni Hsieh, Renka Ohta<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>International Conference Hall III Table 2<\/td>\n        <td>Roundtable<\/td>\n        <td>The limits of agency: Rethinking directed self-placement in the post-pandemic AI world<\/td>\n        <td>Lynn Ishikawa<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>International Conference Hall III Table 3<\/td>\n        <td>Roundtable<\/td>\n        <td>Sounding like yourself: L2 writer voice, AI mediation, and access-oriented pedagogy in first-year composition<\/td>\n        <td>Seth Tendler<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>International Conference Hall III Table 4<\/td>\n        <td>Roundtable<\/td>\n        <td>Waiting for C-3PO: The strengths and shortcomings of AI translation<\/td>\n        <td>Charles Kowalski<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>International Conference Hall III Table 5<\/td>\n        <td>Roundtable<\/td>\n        <td>A nurse\u2019s purpose: A literacy-oriented AI writing pedagogy for cultivating care and empathy through task-based EFL writing<\/td>\n        <td>Tuyuan Cheng<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>International Conference Hall III Table 6<\/td>\n        <td>Roundtable<\/td>\n        <td>Mindful intelligence in the age of artificial intelligence: How multilingual students experience mindfulness and AI in EFL first year writing courses<\/td>\n        <td>Pietera Fraser<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>International Conference Hall III Table 7<\/td>\n        <td>Roundtable<\/td>\n        <td>Training ChatGPT as peers via prompt engineering<\/td>\n        <td>Hui-Tzu Min, Francisco de Borja Navarro<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>2:55 pm - 3:25 pm<\/td>\n        <td>International Conference Hall III Table 8<\/td>\n        <td>Roundtable<\/td>\n        <td>Designing a teaching method to help Japanese EFL students produce well-supported argumentative essays<\/td>\n        <td>Taeko Kamimura, Gaku Uehara<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>2:55 pm - 5:10 pm<\/td>\n        <td>Centennial Hall<\/td>\n        <td>Colloquium<\/td>\n        <td>Sixty years of contrastive rhetoric: Ecological, historical, and humane perspectives<\/td>\n        <td>Jay Jordan, Dwight Atkinson, Ulla Connor, Paul Kei Matsuda<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>\u201cI understand enough to know that it is saying what I asked it to say\u201d: How GenAI obscures professional email communication and the role of pragmatics in modern ESP instruction<\/td>\n        <td>Katerina Petchko, Gavin O\u2019Neill<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>Peer feedback in digital argumentative essay revision: Genre-specific feedback, meaning alignment, and writer agency<\/td>\n        <td>Zishan Qin<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Breaking the algorithmic silence: An ecological reconsideration of voice and agency in AI-mediated ESL writing<\/td>\n        <td>Juhyun Do<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Multilingual writing development: Interrelationships among agency, audience, voice<\/td>\n        <td>Carol Rinnert, Hiroe Kobayashi<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Paper<\/td>\n        <td>Intertextual engagement in L2 Chinese academic writing: Developing critical literacy through L2 reading-to-writing<\/td>\n        <td>Haidan Wang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>Student revision under constrained AI feedback in low-intermediate EFL writing<\/td>\n        <td>Michelle Johnson<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>International Conference Hall III Table 1<\/td>\n        <td>Roundtable<\/td>\n        <td>Writing through entanglement: Ecology, translation, and transnational literacies across China and Qazaqstan<\/td>\n        <td>Joseph Wilson, Xiqiao Wang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>International Conference Hall III Table 2<\/td>\n        <td>Roundtable<\/td>\n        <td>AI feedback and learner agency in L2 writing: A think-aloud study of revision processes<\/td>\n        <td>Yuka Ohkishima, Aiko Sano<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>International Conference Hall III Table 3<\/td>\n        <td>Roundtable<\/td>\n        <td>Idle in India: Large classes, business English, and AI<\/td>\n        <td>Mark Dressman, Utkarsh Jajodia, Ayoub El Mohamedi<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>International Conference Hall III Table 4<\/td>\n        <td>Roundtable<\/td>\n        <td>Reframing the humanity of the L2 writing teacher: An ecological approach to GenAI-assisted \u201cwrighting\u201d practices<\/td>\n        <td>Ming-i Lydia Tseng<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>International Conference Hall III Table 5<\/td>\n        <td>Roundtable<\/td>\n        <td>Student perceptions of using short stories in a Japanese university EFL creative writing classroom<\/td>\n        <td>Camilo Villanueva<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>International Conference Hall III Table 6<\/td>\n        <td>Roundtable<\/td>\n        <td>Enhancing teacher feedback effectiveness in L2 writing through CAF-informed learner profiles and a corrective-dialogic approach<\/td>\n        <td>Thao Le<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>International Conference Hall III Table 7<\/td>\n        <td>Roundtable<\/td>\n        <td>A Q-methodology study on EFL writers&#39; metacognitive experiences in GenAI-assisted writing<\/td>\n        <td>Jiahao Zheng<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>International Conference Hall III Table 8<\/td>\n        <td>Roundtable<\/td>\n        <td>AI-mediated digital multimodal composing in L2 writing<\/td>\n        <td>Daniel G. Dusza<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>3:30 pm - 4:00 pm<\/td>\n        <td>International Conference Hall III Table 9<\/td>\n        <td>Roundtable<\/td>\n        <td>Exploring willingness to communicate and L2 writing performance: Insights from a task-based assessment<\/td>\n        <td>Hoa Thi Vinh Le, Nicole Ziegler, Lara Bryfonski, Meg Montee<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Beyond traditional rubrics: Assessing register awareness in hybrid EFL writing through AI and human perspectives<\/td>\n        <td>Ning Kan<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>The potential of second language poetry writing for exploring EFL learners\u2019 emotion and identity<\/td>\n        <td>Hinako Kuwata<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Communicative competence revisited: The writing teacher as expander of experiences and beliefs in the age of AI<\/td>\n        <td>Shota Mukai, Ha Thi Phuong Pham<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Exploring translanguaging practices in English writing: Integrating wordless picture books into freshman English courses<\/td>\n        <td>Pei-Chia Liao<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Paper<\/td>\n        <td>From literature review to public awareness campaign: Designing a human-centered L2 writing sequence in the age of AI<\/td>\n        <td>Amanda Yoshida<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>GenAI feedback and student voice: Examining linguistic diversity in ESL writing classes<\/td>\n        <td>Sophia Minnillo, Aparna Sinha<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>International Conference Hall III Table 1<\/td>\n        <td>Roundtable<\/td>\n        <td>The humanity of writing teachers: (Re)negotiating identity in AI-mediated EMI L2 writing classrooms<\/td>\n        <td>Silvia VaccinoSalvadore, Anoud Abusalim<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>International Conference Hall III Table 2<\/td>\n        <td>Roundtable<\/td>\n        <td>Patterns of human\u2013AI interaction in L2 writing: A critical AI literacy perspective<\/td>\n        <td>Peiyun Liu<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>International Conference Hall III Table 3<\/td>\n        <td>Roundtable<\/td>\n        <td>Developing critical AI literacy and rhetorical agency in a first year writing seminar for second language writers<\/td>\n        <td>Gusztav Demeter<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>International Conference Hall III Table 4<\/td>\n        <td>Roundtable<\/td>\n        <td>The 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<\/td>\n        <td>Naoya Shibata, Misa Fujinuma<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>International Conference Hall III Table 5<\/td>\n        <td>Roundtable<\/td>\n        <td>Supporting L2 writing development through self-regulated learning in a GenAI-assisted classroom<\/td>\n        <td>Tzu-Shan Chang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>International Conference Hall III Table 6<\/td>\n        <td>Roundtable<\/td>\n        <td>Back to the basics: Exploring why we write in a composition class<\/td>\n        <td>Rachel LaMance<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>International Conference Hall III Table 7<\/td>\n        <td>Roundtable<\/td>\n        <td>Undergraduate vs. graduate students\u2019 use of AI: Why and how<\/td>\n        <td>Nagwa Kassabgy<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>International Conference Hall III Table 8<\/td>\n        <td>Roundtable<\/td>\n        <td>Beyond metadiscourse markers: Tracing the dialogic construction of authorial voice in a Chinese EFL novice scholar\u2019s publication trajectories<\/td>\n        <td>Yixiao Hou<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:05 pm - 4:35 pm<\/td>\n        <td>International Conference Hall III Table 9<\/td>\n        <td>Roundtable<\/td>\n        <td>What remains human about the L2 writing teacher in the age of AI?<\/td>\n        <td>Hae Chin Moon, Alexandra Elizabeth Lee<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:40 pm - 5:10 pm<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>Practice for skill, production for proficiency: Disentangling learning mechanisms in GenAI-enhanced EFL collaborative story writing<\/td>\n        <td>Nicolas Emerson, Yuka Kono<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:40 pm - 5:10 pm<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Humanizing L2 writing: The interplay between teachers\u2019 metacognitive competence and students\u2019 metacognition<\/td>\n        <td>Pauline Mak<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:40 pm - 5:10 pm<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Centering humanity: Teachers, students, and community<\/td>\n        <td>Claudia Kunschak<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:40 pm - 5:10 pm<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Paper<\/td>\n        <td>\u201cCan you say that here?\u201d Intertextual negotiation and language socialization in L2 writing conferences<\/td>\n        <td>Sunghee Ahn<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/24<\/td>\n        <td>4:40 pm - 5:10 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>EFL writers\u2019 perceptions of teacher and generative AI feedback: Reconfiguring the humanity of writing teachers in AI-mediated environments<\/td>\n        <td>Man Wai Edward Fung<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>9:00 am - 11:45 am<\/td>\n        <td>2nd Floor Lobby<\/td>\n        <td>Registration and Check In<\/td>\n        <td>Registration and Check In<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>9:30 am - 10:00 am<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Extramural L2 English writing in the third age: Genre practices in community-based lifelong learning<\/td>\n        <td>\u015eebnem Yal\u00e7\u0131n<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>9:30 am - 10:00 am<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>Rethinking AI literacy, agency, and identity in L2 writing<\/td>\n        <td>Marwan Almuhaysh<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>9:30 am - 10:00 am<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Expertise development in action: A case study of L2 writing teacher training practicum<\/td>\n        <td>Xueyi Yuan<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>9:30 am - 10:00 am<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Incorporating \u201cmanga\u201d into multimodal, source-based writing<\/td>\n        <td>Sachiko Igarashi<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>9:30 am - 10:00 am<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Paper<\/td>\n        <td>Generative AI and publishing: Observations from an outgoing editor-in-chief of the Journal of Second Language Writing<\/td>\n        <td>Stephen M. Doolan<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>9:30 am - 10:00 am<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>\u201cJust a student\u201d in a liminal space: Suspended authority in L2 graduate writing<\/td>\n        <td>Demet Yigitbilek<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>9:30 am - 10:00 am<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Paper<\/td>\n        <td>Fairness in the digital age: Do motivation and anxiety moderate the effects of online resource use on L2 writing processes and products?<\/td>\n        <td>Honglan Wang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>9:30 am - 11:45 am<\/td>\n        <td>Centennial Hall<\/td>\n        <td>Colloquium<\/td>\n        <td>New ideas and practices for responding to student writing in humane ways<\/td>\n        <td>Grant Eckstein, Betsy Gilliland, Madeline Crozier Sutton, Nicholas Carr, Michele McConnel, Kelly Metz-Matthews, Kendon Kurzer, Joan Hwang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>10:05 am - 10:35 am<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Beyond the bot and the blank page: A rhetorical framework for L2 writing teachers in the age of AI assessment<\/td>\n        <td>Elena Bazanova<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>10:05 am - 10:35 am<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>Teacher\u2013student rubric co-construction as metacognitive instruction in ESL academic writing<\/td>\n        <td>Tong Zhang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>10:05 am - 10:35 am<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Pre-service teachers\u2019 perception and patterns of using generative AI in writing a lesson plan<\/td>\n        <td>Ji-Hyun Park<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>10:05 am - 10:35 am<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>An autoethnographic account of rhetorical style and second language writer identity in the age of generative AI<\/td>\n        <td>Jae-hyun Im<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>10:05 am - 10:35 am<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Paper<\/td>\n        <td>English language learners\u2019 longitudinal development of syntactic complexity across five CEFR levels: A mixed-methods approach<\/td>\n        <td>Taichi Yamashita<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>10:05 am - 10:35 am<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>Humanizing feedback in the age of AI: The role of writing teachers in AI-assisted revision<\/td>\n        <td>Karen Chung-chien Chang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>10:05 am - 10:35 am<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Paper<\/td>\n        <td>The affective equalizer: Fostering self-efficacy and reducing writing anxiety through AI-scaffolded blogging on padlet<\/td>\n        <td>Chun Chia Chang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>10:40 am - 11:10 am<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Training on EFL taiwanese writers\u2019 annotation quality and learner perceptions<\/td>\n        <td>Carrie Yea-huey Chang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>10:40 am - 11:10 am<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Who owns the story? Preserving narrative agency in AI-augmented picture book creation in an EFL writing classroom<\/td>\n        <td>Jean Chow<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>10:40 am - 11:10 am<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Sentence structure in multilingual writing: Language constraints or individual characteristics<\/td>\n        <td>Iwona Kowal<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>10:40 am - 11:10 am<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Paper<\/td>\n        <td>Rethinking complexity in L2 writing: How does form-based complexity translate to meaning complexity?<\/td>\n        <td>Sachiko Yasuda<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>10:40 am - 11:10 am<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>Extending EFL writing teacher feedback literacy (WTFL) in AI-mediated writing classrooms: A longitudinal study in small-scale, high school contexts<\/td>\n        <td>Jia-En Huang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>10:40 am - 11:10 am<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Paper<\/td>\n        <td>Uncanny writing: AI, authorship, and L2 writing<\/td>\n        <td>Nils Olov Fors<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>11:15 am - 11:45 am<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Technology and humanity: Identity dilemma and reconstruction of L2 writing teachers in the AI era<\/td>\n        <td>Zihui Zeng<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>11:15 am - 11:45 am<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>E-tivity instructional design for online L2 academic writing classes in higher education<\/td>\n        <td>Teresa Savoia, Oleksandra Zagorulko<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>11:15 am - 11:45 am<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Voice under surveillance: Writing, AI, and the politics of linguistic diversity<\/td>\n        <td>Ghada Gherwash<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>11:15 am - 11:45 am<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Paper<\/td>\n        <td>Synthesizing cohesion research in L2 writing: A systematic review<\/td>\n        <td>Ryo Tanioka<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>11:15 am - 11:45 am<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>AI literacy as a reflexive scaffold for process-based EAP writing: An exploration of engagement, rhetorical quality, and recall<\/td>\n        <td>Dianah Kitiabi<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>11:15 am - 11:45 am<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Paper<\/td>\n        <td>Explanation without inference: Causal reasoning in Japanese EFL argumentative writing<\/td>\n        <td>Emiko Kihara, Kyoko Sasaki<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>11:45 am - 12:45 pm<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Open Meeting<\/td>\n        <td>CCCC and the Future of Writing Studies (Open Meeting)<\/td>\n        <td>Jay Jordan<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>11:45 am - 12:45 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Lunch<\/td>\n        <td>Lunch<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>11:45 am - 12:45 pm<\/td>\n        <td>International Conference Hall III<\/td>\n        <td>Lunch; coffee set up<\/td>\n        <td>Lunch<\/td>\n        <td><\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Writing as conversation: Dialogic pedagogy in the AI-assisted L2 composition classroom<\/td>\n        <td>John Wolfgang Roberts<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>Self-reported AI usage and writing self-efficacy for L2 writers in writing centers<\/td>\n        <td>Elizabeth Ann Lakoski, Katie Lynn Garahan<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Interruptions, affect, and agency in young learners\u2019 L2 writing assessment<\/td>\n        <td>Gordon Blaine West, I-Chun Vera Hsiao, Jason A. Kemp<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Negotiating teachers\u2019 professional identity in AI-assisted IELTS writing instruction<\/td>\n        <td>Liza Rahmawati, Muhammad Aulia Rizal Firmansyah, Raisatul Mufahamah<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Paper<\/td>\n        <td>Negotiating \u201cfeeling rules\u201d: Humanity of university-based writing instructors in three canadian institutions<\/td>\n        <td>Saskia Van Viegen, Sandra Zappa-Hollman, Heike Neumann<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>Humanizing scholarly publishing in the age of AI: Ethical editorial mentorship and infrastructures of access for multilingual scholars<\/td>\n        <td>Hadi Banat, Ghada Gherwash, Grace-Lee Amuzie<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall III Table 1<\/td>\n        <td>Workshop<\/td>\n        <td>Learning from mistakes: Error logs and purposeful use of automatic correction tools<\/td>\n        <td>Peter Macdonald<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall III Table 2<\/td>\n        <td>Workshop<\/td>\n        <td>From diagnosis to design: Integrating AI into ESP writing through situated classroom tools<\/td>\n        <td>Sophie McBride, Aitor Garc\u00e9s-Manzanera<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall III Table 3<\/td>\n        <td>Roundtable<\/td>\n        <td>Translation as genre-based L2 writing: Genre awareness and cultural reasoning in multilingual textual recontextualization<\/td>\n        <td>Chris Du, Cathleen Wen Li<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall III Table 4<\/td>\n        <td>Roundtable<\/td>\n        <td>Educator perspectives on the fairness of automated writing scoring and feedback for young multilingual learners<\/td>\n        <td>Mark Chapman, Jieun Kim, Jason Kemp, Ahyoung Alicia Kim, Lynn Shafer Willner<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall III Table 5<\/td>\n        <td>Roundtable<\/td>\n        <td>Meshing the streets of angora with the bridge of pittsburgh: Enacting ecological and translingual pedagogy<\/td>\n        <td>Xiqiao Wang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall III Table 6<\/td>\n        <td>Workshop<\/td>\n        <td>Rules, norms, or strategies? an institutional grammar and LLM-based analysis of university AI policies<\/td>\n        <td>Changdeok Gim, Junghwa Kim<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall III Table 7<\/td>\n        <td>Roundtable<\/td>\n        <td>Student choice in written corrective feedback: Effects on writing development and teacher workload in a Japanese EFL context<\/td>\n        <td>Andrew Barnes, Cameron Flinn, Jerrie Zhang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>12:45 pm - 1:15 pm<\/td>\n        <td>International Conference Hall III Table 8<\/td>\n        <td>Roundtable<\/td>\n        <td>Beyond compliance: GAI and the sociolinguistic ecology of academic knowledge production<\/td>\n        <td>Pejman Habibie<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>12:45 pm - 2:25 pm<\/td>\n        <td>Centennial Hall<\/td>\n        <td>Colloquium<\/td>\n        <td>Policy, partnership, process, and pedagogy: GenAI infrastructure to support faculty and human-centered second-language writing<\/td>\n        <td>Maggie Sokolik, Margi Wald, David Wiese<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>Conference Room II<\/td>\n        <td>Paper<\/td>\n        <td>Adaptive L2 reading\u2013writing pedagogy for screen-immersed Generation Z<\/td>\n        <td>Yichun Liu, PinHsi Patrick Chen<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Instructor-mediated use of myprose in first-year writing classrooms<\/td>\n        <td>Maria Pia Gomez-Laich, Pessoa Silvia, Thomas Mitchell<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>Quantum dialogics: A human-centered framework for L2 writing instruction in the age of AI<\/td>\n        <td>Jungmin Lee<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Paper<\/td>\n        <td>AI-mediated feedback, syntactic development, and the human work of L2 writing instruction<\/td>\n        <td>Paul Marlowe, Lucas Dickerson, Sean Gay<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>Negotiating ethical AI use in academic writing among university students and teachers: Where is the humanity?<\/td>\n        <td>Fan Yang, Rian A. W. Anisanto, David Dalsky<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall III Table 1<\/td>\n        <td>Workshop<\/td>\n        <td>Re-envisioning analogue for critical thinking, revision, and reflection in the age of AI: Connecting first year and advanced composition<\/td>\n        <td>Karen Foltz, Junghwa Kim<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall III Table 2<\/td>\n        <td>Workshop<\/td>\n        <td>Design and implementation of an online writing module for learning-oriented assessment<\/td>\n        <td>Yutaka Ishii, Yasuyo Sawaki, Yumi Fujita<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall III Table 3<\/td>\n        <td>Roundtable<\/td>\n        <td>Shifting paradigms to assets-based, corrective feedback on vocabulary in writing: A hierarchy for developing teacher candidates\u2019 word knowledge<\/td>\n        <td>Anne Ediger, Mark Romig<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall III Table 4<\/td>\n        <td>Roundtable<\/td>\n        <td>Enhancing persian writing in online classrooms through multimodal, student-centered instruction<\/td>\n        <td>Neda Sahranavard<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall III Table 5<\/td>\n        <td>Roundtable<\/td>\n        <td>From corrector to coordinator: Evolving teacher identities and feedback practices in the era of generative AI<\/td>\n        <td>Ju Chuan (Cindy) Huang<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall III Table 6<\/td>\n        <td>Roundtable<\/td>\n        <td>The human touch in peer writing support: Evolution of the PAW program at Tokyo International University in the age of AI<\/td>\n        <td>George Hays<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall III Table 7<\/td>\n        <td>Workshop<\/td>\n        <td>IMPAR\u00b3 as a teacher-designed recursive genre ecology in L2 writing<\/td>\n        <td>Prumel Barbudo<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall III Table 8<\/td>\n        <td>Roundtable<\/td>\n        <td>On the development of writing proficiency in hindi-speaking learners in the age of AI: A teacher-centric approach from indian classrooms<\/td>\n        <td>Jasleen Kaur<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:20 pm - 1:50 pm<\/td>\n        <td>International Conference Hall III Table 9<\/td>\n        <td>Roundtable<\/td>\n        <td>The use of AI in college writing and learner moral self-image: Does language background play a role?<\/td>\n        <td>Sharona Moskowitz, Christine Rosalia<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>Conference Room I<\/td>\n        <td>Paper<\/td>\n        <td>Negotiating voice in the age of AI: Multilingual writers and dialogic engagement with technology<\/td>\n        <td>Natalya Watson, Olga Birioukova<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>Conference Room III<\/td>\n        <td>Paper<\/td>\n        <td>Reconceptualizing writing pedagogy in the age of AI: Pre-service teachers\u2019 learning in AI-mediated multimodal composition<\/td>\n        <td>Senem Y\u0131ld\u0131z<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>Conference Room IV<\/td>\n        <td>Paper<\/td>\n        <td>How multilingual writers negotiate voice in the age of AI: Toward an AI literacy framework for L2 writing<\/td>\n        <td>Chung-Wei Chen<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>International Conference Hall I<\/td>\n        <td>Paper<\/td>\n        <td>The impact of AI feedback on EFL writing: Evaluating proficiency and authorial voice<\/td>\n        <td>Jerry Yung Teh Huang, Trevor Sitler<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>International Conference Hall II<\/td>\n        <td>Paper<\/td>\n        <td>The position of writing instruction in Japanese upper-secondary English education through the courses of study: Building a foundation for English writing education in the age of generative artificial intelligence<\/td>\n        <td>Maki Inagaki, Masayoshi Kojima, Ken-ichi Hashimoto, Naoya Shibata<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>International Conference Hall III Table 1<\/td>\n        <td>Workshop<\/td>\n        <td>Beyond ChatGPT: AI tools for literature search and smart reading<\/td>\n        <td>Svetlana Suchkova<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>International Conference Hall III Table 2<\/td>\n        <td>Workshop<\/td>\n        <td>Productive tensions: Using cognitive dissonance and AI to spark L2 writing ideas<\/td>\n        <td>Hossameldin Attia<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>International Conference Hall III Table 3<\/td>\n        <td>Roundtable<\/td>\n        <td>\u201cIt\u2019s not really my voice anyway\u201d: Rethinking voice and authenticity in AI-mediated L2 writing<\/td>\n        <td>Nawal Alhodithi<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>International Conference Hall III Table 4<\/td>\n        <td>Roundtable<\/td>\n        <td>AI-assisted writing feedback in EFL classrooms: A longitudinal CAF study across semester and year-long courses<\/td>\n        <td>Masahiro Kobayashi<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>International Conference Hall III Table 5<\/td>\n        <td>Roundtable<\/td>\n        <td>Creative writing as an antidote to AI: Launching a multilingual creative arts magazine<\/td>\n        <td>Kristen Vogel<\/td>\n      <\/tr>\n      <tr>\n        <td>10\/25<\/td>\n        <td>1:55 pm - 2:25 pm<\/td>\n        <td>International Conference Hall III Table 6<\/td>\n        <td>Roundtable<\/td>\n        <td>Unacclimatized? 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