This is a corpus-based study to compare stance features in excellent L2 engineering writing rated by English teachers and a GenAI tool. From the lens of stance features, the findings reveal the limitations of using GenAI to assess second language writing.
This paper reports on the development of a new rubric used to score two assessments for English learners in K-12 U.S. public schools. During development, researchers sought input from multiple groups, including educators and experienced trained raters, and concluded with an empirical validation study of the new rubric.
This qualitative case study examines four L2 writing feedback teacher-researchers, exploring how research shapes their feedback beliefs/practices, noting alignments/misalignments, and highlighting their role as research-practice bridges.
This design study traces a three-year, iterative implementation of critical GenAI literacy in second language writing programs. Moving from a short unit to an integrated curricular model, the study highlights evolving frameworks, instructor and student tensions, and the complex negotiations required to incorporate GenAI ethically and effectively at program level.
Critical AI literacy (CAIL), extending beyond AI literacy, empowers L2 writers to navigate ethical, cultural, and linguistic tensions inherent in human-AI interaction. This qualitative study of 12 Chinese EFL learners using ChatGPT explores CAIL enactment, influenced by proficiency and context, highlighting varied patterns and implications in AI-mediated writing.
This study examines how graduate EFL students’ AI-mediated autonomy and AI dependence develop across three summary-writing tasks. Using questionnaires, AI interaction logs, and student texts, it explores changes in AI use and identifies trajectories suggesting increasing autonomy, persistent dependence, or mixed patterns.
This study examines how multilingual undergraduate writers enact genre awareness when engaging with AI-generated feedback in a genre-based writing course. Drawing on ecological and sociocultural perspectives, it analyzes uptake decisions and justificatory discourse to show how genre awareness mediates writers’ regulation of AI suggestions in socially situated writing contexts.
This presentation examines how an ESL graduate teaching assistant Zahra enacted her agency through the critical use of generative artificial intelligence (GenAI) in teaching freshman composition at a U.S. university. The presentation draws on longitudinal data collected from the first year of Zahra’s graduate study and examines three teaching-related critical incidents in which GenAI use played a significant role in facilitating writing and communication.
This presentation offers an in-depth tour of a new AI-powered teaching application developed in The College called VibeCheck. The presenters will describe the problem that informed the application’s development, demonstrate how the application’s design addressed this problem, provide success stories from the initial rounds of BETA testing, and project how the application’s infrastructure makes future developments possible.
