This presentation explores the evolving identity of L2 writing teachers in AI-mediated English for Specific Purposes (ESP) contexts. Utilizing an AI-enhanced Multimodalities-Entextualization Cycle (MEC), I demonstrate how teachers transition into "discourse mentors." While AI scaffolds disciplinary genres, teachers maintain essential human agency through critical oversight, ethical responsibility, and relational pedagogy.
This study proposes a unified L2 model of rhetorical moves for IMRaD-style papers of novice writers. Previous studies addressed specific sections by expert writers. Our model is based on a Swalesian genre-based analysis of student-authored IMRaD papers, providing an accessible scaffolding for novice writers with teaching implications for EFL contexts.
This abstract examines tensions in EFL freshmen writing classes as generative AI reshapes ideas of effort, authorship, and integrity. It proposes simple, participatory classroom structures that keep teacher humanity central, support students’ critical engagement with AI, and foster shared agency, dialogue, and ethical decision-making in academic writing.
Senior Instructor II, American University in Cairo
Yasmine Salah El-Din has an MA in TEFL and a Ph. D. in Applied Linguistics. Her research interest include error corrective feedback, sociolinguistics, pragmatics and critical discourse analysis.
This study investigates if ChatGPT 5.2 surpasses earlier AI limitations in offering formative feedback on source-based argumentation. Comparing human and AI feedback on 350 student essays, we evaluate the model’s accuracy and formative utility regarding thesis development to explore whether GenAI can provide actionable directions for academic revision.
Using an exploratory case study, this presentation examines how a bilingual adult engages in AI-mediated creative writing after reading a novel and discussing it with generative AI.
This study examines a genre-based, technology-integrated pedagogy for supporting scientific writing in EMI secondary classrooms in Hong Kong. The intervention improved students’ genre awareness, writing quality, and confidence. The study highlights the role of teachers as mediators of disciplinary meaning-making in technology-supported writing environments.
This study investigated a six-week prompt-writing instruction to enhance L2 writers’ prompt literacy in a GAI-supported classroom. Using a mixed method approach, results suggested improvement in prompt development, strategic GAI interaction and incorporation, and revision practices, demonstrating the effectiveness of structured pedagogical framework in fostering prompt literacy and improving overall writing quality.
This paper examines how AI prompting practices construct “human-like” writing by invoking roles such as editors, researchers, and tutors. Drawing on the concepts of prompted humanity and repackaged pedagogical labour, the paper explores how these practices reproduce elements of EAP teachers’ pedagogical labour and considers how prompting discourse may inform genre awareness and pedagogy in EAP classrooms.
This study investigates how L2 writers engage with simultaneous teacher and automated writing evaluation (AWE) feedback on the same draft. Using think-aloud protocols, revision analysis, surveys, and interviews, it examines behavioral, cognitive, and affective engagement, highlighting how learners negotiate trust, authority, and feedback completeness in dual-feedback environments.
