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Friday, October 23
 

10:00 JST

A methodological synthesis of reformulation research in L2 writing
Friday October 23, 2026 10:00 - 10:30 JST
International Conference Hall II
Studies on reformulation in L2 writing vary in how they are defined, operationalized, and reported, making comparisons across studies difficult. This study presents a methodological synthesis of reformulation research in L2 writing. The paper concludes by discussing key considerations in the use of reformulation for educational and research purposes.
Speakers
YI
SN
YF
Friday October 23, 2026 10:00 - 10:30 JST
International Conference Hall II
  Paper

10:35 JST

Written corrective feedback, learner cognitive and emotional processing, and accuracy development in beginning EFL writing
Friday October 23, 2026 10:35 - 11:05 JST
International Conference Hall II
This classroom-based study examines whether comprehensive written corrective feedback improves accuracy in beginning adolescent EFL writing and whether cognitive and affective reactions predict improvement. Results show short-term gains and suggest that deeper cognitive engagement, especially reconstruction and transfer-oriented processing, is more strongly associated with progress than affective response.
Speakers
avatar for Wataru Suzuki

Wataru Suzuki

Associate Professor, Miyagi University of Education
Wataru Suzuki is an associate professor at Miyagi University of Education in Sendai, Japan. His research interests include cognitive and sociocultural second language (L2) acquisition, in particular, input, output, interaction, feedback and languaging. He publishes these topics widely... Read More →
KS
RS
Friday October 23, 2026 10:35 - 11:05 JST
International Conference Hall II
  Paper

11:10 JST

Depth of engagement in AI- and corpus-based revision: A process-oriented comparison in L2 writing
Friday October 23, 2026 11:10 - 11:40 JST
International Conference Hall II
This study compares AI-assisted and corpus-based revision in a first-year Japanese university writing course. Using engagement and uptake frameworks, it analyzes revision depth, metacognitive reflection, and longitudinal writing development. The study examines how different feedback modes shape the quality and durability of learner engagement in L2 writing.
Speakers
avatar for Yoshiho Satake

Yoshiho Satake

Professor, Aoyama Gakuin University
Friday October 23, 2026 11:10 - 11:40 JST
International Conference Hall II
  Paper

11:40 JST

Lunch
Friday October 23, 2026 11:40 - 12:45 JST
International Conference Hall II
Friday October 23, 2026 11:40 - 12:45 JST
International Conference Hall II
  Lunch

12:45 JST

Multilingual creativity: Exploring issues of L2 creative writing in the age of AI
Friday October 23, 2026 12:45 - 13:15 JST
International Conference Hall II
This presentation aims to identify issues and challenges of teaching L2 creative writing in the age of AI. Two practitioners will reflect on their teaching practices in Japan and the United States and discuss multilingual students’ perspectives on the use of AI in creative writing tasks.
Speakers
AI

Atsushi Iida

Aoyama Gakuin University

BC
Friday October 23, 2026 12:45 - 13:15 JST
International Conference Hall II
  Paper

13:20 JST

From “nativelike” to practical: Comparing human and AI reformulation as written feedback
Friday October 23, 2026 13:20 - 13:50 JST
International Conference Hall II
This study compares human and AI-generated reformulations as written feedback in L2 writing. Using corpus-based lexical analyses, it examines text length, lexical coverage, diversity, vocabulary novelty, and multiword unit usage. Results show that Bing reformulations most closely resemble human feedback, while ChatGPT and Claude produce more lexically complex outputs.
Speakers
SN
NS
Friday October 23, 2026 13:20 - 13:50 JST
International Conference Hall II
  Paper

13:55 JST

More than red ink: Dynamic written corrective feedback in a Japanese EFL classroom
Friday October 23, 2026 13:55 - 14:25 JST
International Conference Hall II
Dynamic Written Corrective Feedback (DWCF) remains underexplored in foreign language contexts. This quasi-experimental study examines its effects on first-year Japanese university EFL students’ accuracy, fluency, and complexity. Results show significant gains in accuracy and fluency, with increased clausal complexity, suggesting context-specific developmental patterns in foreign language writing instruction.
Speakers
KM
GE
Friday October 23, 2026 13:55 - 14:25 JST
International Conference Hall II
  Paper

14:55 JST

Keeping writing human: Assignment redesign in first-year writing
Friday October 23, 2026 14:55 - 15:25 JST
International Conference Hall II
This presentation examines how a first-year writing program redesigned analytical synthesis and case analysis assignments in response to AI-mediated writing environments. By emphasizing discernment, oral outline defense, and process-based assessment, the redesign shifts evaluation from textual products to students’ reasoning, judgment, and accountability in academic writing.
Speakers
SP

Silvia Pessoa

Carnegie Mellon University Qatar

MP
TM

Thomas Mitchell

Associate Teaching Professor of English, Carnegie Mellon University Qatar
Friday October 23, 2026 14:55 - 15:25 JST
International Conference Hall II
  Paper

15:30 JST

Co-constructing academic collocational competence in academic writing through corpus consultation and AI-mediated interaction
Friday October 23, 2026 15:30 - 16:00 JST
International Conference Hall II
This study examines whether combining corpus consultation with guided ChatGPT interaction enhances learners’ academic collocational competence and use in writing. Conducted with 16 Vietnamese English majors, it employed a pre-,while-, and post-intervention design within an academic writing course at a public university.
Speakers
TT
PC
Friday October 23, 2026 15:30 - 16:00 JST
International Conference Hall II
  Paper

16:05 JST

Effects of machine translation-integrated pedagogy on the quality of second language writing
Friday October 23, 2026 16:05 - 16:35 JST
International Conference Hall II
This study found that an MT-integrated writing intervention, incorporating pre-editing, post-editing, and back-translation, significantly improved Japanese university EFL students’ writing quality. After approximately two months, participants scored higher in vocabulary, grammar and syntax, organization and development, and task fulfillment, indicating gains in both local and global dimensions of L2 writing.
Speakers
MN
Friday October 23, 2026 16:05 - 16:35 JST
International Conference Hall II
  Paper

18:00 JST

Opening Reception
Friday October 23, 2026 18:00 - 20:00 JST
International Conference Hall II
Friday October 23, 2026 18:00 - 20:00 JST
International Conference Hall II
  Opening Reception, Open Meeting
 
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