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Friday, October 23
 

10:00 JST

Data-driven learning meets generative artificial intelligence: Informal Internet written language in Chinese, Japanese, and Korean
Friday October 23, 2026 10:00 - 10:30 JST
Conference Room IV
This study examines how Chinese, Japanese, and Korean learners use a corpus-informed GenAI (Google Gemini) chatbot to develop informal internet writing in a DDL framework. Analysis of chatlogs, journals, and surveys shows that learners benefited from authentic language exposure but needed further training to use the tool effectively and strategically.
Speakers
AF
KH
RM
Friday October 23, 2026 10:00 - 10:30 JST
Conference Room IV
  Paper

10:35 JST

AI-supported peer review and revision development in first-year EFL academic writing
Friday October 23, 2026 10:35 - 11:05 JST
Conference Room IV
This study examines how AI-supported peer review reshapes feedback practices and revision processes in first-year EFL writing. Using a mixed-methods classroom intervention, the study explores changes in feedback quality, revision uptake, and learner engagement, highlighting the role of AI in developing feedback literacy and academic writing.
Speakers
ML
MH
AB
JP
Friday October 23, 2026 10:35 - 11:05 JST
Conference Room IV
  Paper

11:10 JST

Educational level as a missing lens: Revisiting genre in three traditions
Friday October 23, 2026 11:10 - 11:40 JST
Conference Room IV
Updating Hyon’s (1996) three traditions map, this scoping review synthesizes empirical genre based writing research from 1996 to 2025. Using layered coding of tradition and educational level, this study cross analyses disciplines, teaching designs, and datasets. Findings show tertiary dominance, RGS largely postsecondary, ESP strongly text analytic, and SFL primarily classroom based across K–12 and higher education.
Speakers
AN

Akiko Nagao

Associate Professor / PhD candidate, Ryukoku Uviversity
Dr Akiko Nagao is a lecturer at the Department of Global Studies at Ryukoku University, Japan. Current research interests include L2 academic writing community, systemic functional linguistics (SFL), genre-based approach (GBA) classroom teaching, and effective writing assessment... Read More →
CL
HK
WX
AW
Friday October 23, 2026 11:10 - 11:40 JST
Conference Room IV
  Paper

12:45 JST

How L2 Chinese learners’ interaction with GenAI feedback reshapes teachers’ roles in writing instruction
Friday October 23, 2026 12:45 - 13:15 JST
Conference Room IV
This classroom-based study examines how intermediate L2 Chinese learners use ChatGPT feedback in writing revision and what this reveals about teachers’ roles in AI-supported writing. Preliminary findings show limited learner engagement, pedagogical limitations in AI feedback, and Chinese-specific constraints, highlighting teachers as essential mediators of AI use and writing development.
Speakers
JS
Friday October 23, 2026 12:45 - 13:15 JST
Conference Room IV
  Paper

13:20 JST

Engaging in dialogue during collaborative processing: The interplay among cognitive, social, and emotional engagement
Friday October 23, 2026 13:20 - 13:50 JST
Conference Room IV
This study reports on low-proficiency L2 writers’ collaborative processing of their teacher’s written corrective feedback. Preliminary results suggested a complex interplay among the cognitive, affective, and social dimensions of these learners’ collaborative engagement and the dynamic nature of their social engagement due to their different knowledge levels about the feedback.
Speakers
YC
HM

Hui-Tzu Min

Distinguished Professor, National Cheng Kung University
Friday October 23, 2026 13:20 - 13:50 JST
Conference Room IV
  Paper

13:55 JST

Harmonizing Dao and Shu: A collaborative autoethnography of two EFL writing teachers’ expertise development in GenAI-mediated writing
Friday October 23, 2026 13:55 - 14:25 JST
Conference Room IV
This year-long collaborative autoethnography explores how two EFL writing teachers develops adaptive expertise in GenAI-mediated writing. Data analysis shows that expertise emerges through harmonizing epistemological-ethical orientations with the adaptive, situated pedagogical innovation. Its development is shaped by teachers’ open-mindedness toward GenAI, teacher resilience, social interactions, and institutional support.
Speakers
MZ
FL
Friday October 23, 2026 13:55 - 14:25 JST
Conference Room IV
  Paper

14:55 JST

Writing as a human witness: Life narrative and somatic resilience in the age of AI
Friday October 23, 2026 14:55 - 15:25 JST
Conference Room IV
Drawing from fifty years of hand-written bilingual journals and a memoir translated into four languages, Guy Giard argues that life writing is a pedagogical practice preserving human presence in the classroom. While AI generates fluent text, it cannot replicate the lived experience, embodied memory, or ethical weight of personal testimony.
Speakers
avatar for Guy Giard

Guy Giard

Author of "Love's Healing Journey" CHP, Speaker, Coach, 3 Pillars of HAPPINESS
Guy Giard is a typical Renaissance man. Born in French speaking province of Quebec, Canada, he has lived many years in Europe and travelled on three continents. Completing university degrees in visual arts he unveiled his first public sculpture by the age of twenty, followed by a... Read More →
Friday October 23, 2026 14:55 - 15:25 JST
Conference Room IV
  Paper

15:30 JST

Helping an EFL writer develop a voice through poetic inquiry: A case study
Friday October 23, 2026 15:30 - 16:00 JST
Conference Room IV
This qualitative case study examines how poetry writing supports the development of L2 writer voice in a Japanese undergraduate EFL context. Analysis of a student’s poems and interview data shows how expressive writing fostered identity reflection, emotional engagement, and ownership of English, highlighting the human dimensions of L2 writing instruction in the age of AI.
Speakers
avatar for Wakana Nobeyama

Wakana Nobeyama

The University of British Columbia
Multimodal identity texts for immigrant background students in Japan/CanadaL2 expressive writing/ creative writing / affective writing
Friday October 23, 2026 15:30 - 16:00 JST
Conference Room IV
  Paper

16:05 JST

Exploring EFL teachers’ technological pedagogical content knowledge (TPACK) in GenAI-mediated writing instruction: A Chinese study
Friday October 23, 2026 16:05 - 16:35 JST
Conference Room IV
Using a lesson study approach, the study explores how two novice EFL teachers developed and applied Technological Pedagogical Content Knowledge (TPACK) through GenAI-mediated writing instruction. The study sheds light on the interplay between GenAI and teachers’ evolving TPACK as they integrate technological, pedagogical, and content knowledge through iterative cycles of planning, enactment, and reflection in writing classrooms.
Speakers
RY
KW
Friday October 23, 2026 16:05 - 16:35 JST
Conference Room IV
  Paper
 
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