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Saturday, October 24
 

09:30 JST

From passive reliance to critical use: Peer interaction and engagement in MT-assisted L2 writing
Saturday October 24, 2026 09:30 - 10:00 JST
Conference Room IV
This classroom-based study examined how collaborative writing enhances engagement with machine translation (MT) among lower-proficiency Japanese EFL learners. Analysing cognitive, affective, and social engagement alongside writing outcomes, findings revealed that peer interaction promoted critical MT use and improved writing quality, underscoring the role of human-led pedagogy in AI-assisted writing.
Speakers
MY
Saturday October 24, 2026 09:30 - 10:00 JST
Conference Room IV
  Paper

09:30 JST

Investigating L2 writers’ engagement with a customised GPT for pre-task planning
Saturday October 24, 2026 09:30 - 10:00 JST
International Conference Hall III
This talk presents findings on comparing how 14 ESL writers cognitively, behaviourally, and affectively engage with a customised GPT versus the standard GPT in argumentative writing planning. This study goes beyond exploring learners’ uses of GenAI and offers empirical insights on designing GenAI for specialised writing instruction and assessment purposes.
Speakers
CX
XW
Saturday October 24, 2026 09:30 - 10:00 JST
International Conference Hall III
  Paper

09:30 JST

Japanese undergraduates’ perceptions of feedback in academic English writing: Balancing human- and AI-mediated approaches
Saturday October 24, 2026 09:30 - 10:00 JST
International Conference Hall II
Learners’ perceptions of feedback on writing are increasingly important, as Japanese universities incorporate more English-language curricula to deliver academic content. Using Rasch and Bayesian analyses of survey data from undergraduates (N = 247), this study explores learner views about AI-mediated feedback, underscoring the enduring importance of humans in evolving technological landscapes.
Speakers
JR
CL
JD
Saturday October 24, 2026 09:30 - 10:00 JST
International Conference Hall II
  Paper

09:30 JST

L2 french writers’ motivations and perceptions toward GenAI-enhanced writing from a self-determination perspective: Examination across AI tools, proficiency levels, and course grades
Saturday October 24, 2026 09:30 - 10:00 JST
Conference Room III
This mixed-methods study systematically investigated university students’ motivations and perceptions of GenAI-enhanced L2 French writing. Results indicated high motivation, with significantly higher autonomy and competence than relatedness, and positive perceptions across different French proficiency and writing grades. Findings highlight critical digital literacy and community-focused strategies for GenAI-enhanced writing.
Speakers
JS
MT
Saturday October 24, 2026 09:30 - 10:00 JST
Conference Room III
  Paper

09:30 JST

Negotiating identity and authority in AI-mediated L2 academic writing: Translanguaging and transpositioning
Saturday October 24, 2026 09:30 - 10:00 JST
Conference Room I
Recent advances in generative AI have transformed L2 academic writing practices. However, limited research has examined how L2 writers negotiate identity and authority when composing with AI. This study explores L2 students’ translanguaging and transpositioning in AI-mediated writing through semi-structured interviews and reflective papers, highlighting how writers strategically engage with AI while maintaining their authorial voice.
Speakers
BC
Saturday October 24, 2026 09:30 - 10:00 JST
Conference Room I
  Paper

09:30 JST

Reconfiguring teacher expertise in AI-mediated L2 writing: Insights from manga-based writing
Saturday October 24, 2026 09:30 - 10:00 JST
International Conference Hall I
This study reexamines the professional role of L2 writing instructors in the age of generative AI. Through collaborative manga-based writing, it investigates how authority and responsibility are redistributed among learners, teachers, and AI systems, proposing that ethical accountability represents a core dimension of teacher expertise.
Speakers
avatar for Takako Yasuta

Takako Yasuta

Professor, Fukushima Medical University
Saturday October 24, 2026 09:30 - 10:00 JST
International Conference Hall I
  Paper

09:30 JST

Scaffolding, creativity, and the human dimensions of L2 writing pedagogy
Saturday October 24, 2026 09:30 - 10:00 JST
Conference Room II
As AI continues to develop, teachers of second language writing continue to struggle with its many impacts. This presentation combines teacher interview data with student reflective journal data, both collected in 2020 and 2025, to better understand this developing reality, identifying the fostering of student creativity as a potential solution.
Speakers
OK
SH
Saturday October 24, 2026 09:30 - 10:00 JST
Conference Room II
  Paper

10:05 JST

A racial methodology of GTA training in mainstream and multilingual contexts
Saturday October 24, 2026 10:05 - 10:35 JST
Conference Room I
This presentation explores how Graduate Teaching Assistants (GTAs) perceive and enact antiracist pedagogies across “mainstream” and “multilingual” first-year composition sections in a U.S. writing program. Framing this inquiry through racial methodology (Inoue, 2012), the study investigates how GTAs’ unique positionalities, educational experiences, and prior knowledge influence their engagement with antiracist theories and their practices in the classroom.
Speakers
SL

Stephanie Leow

Arizona State Univeristy
Saturday October 24, 2026 10:05 - 10:35 JST
Conference Room I
  Paper

10:05 JST

Agency for international students in L2 writing: AI as rehearsal space for voice
Saturday October 24, 2026 10:05 - 10:35 JST
International Conference Hall II
This paper investigates how international students use generative AI while composing in English to negotiate voice and agency. Drawing on qualitative case data, it argues that AI can function as a low stakes rehearsal space for multilingual writers when classroom conditions support critical evaluation, authorial control, and rhetorical decision making.
Speakers
AE
Saturday October 24, 2026 10:05 - 10:35 JST
International Conference Hall II
  Paper

10:05 JST

AI-assisted metacognitive awareness building for academic writing in a flipped classroom
Saturday October 24, 2026 10:05 - 10:35 JST
Conference Room IV
This study investigates how AI-assisted writing, structured through metacognitive prompts within a flipped classroom, can enhance university students’ metacognitive awareness and academic writing performance. Integrating the theoretical framework of metacognition, the project proposes an instructional design positioning generative AI as a scaffold for strategic, responsible writing development.
Speakers
HJ
Saturday October 24, 2026 10:05 - 10:35 JST
Conference Room IV
  Paper

10:05 JST

Classroom writing assessment in Singapore schools: Teachers’ beliefs, practices, and the role of technology (including AI)
Saturday October 24, 2026 10:05 - 10:35 JST
Conference Room III
This study examines Singapore English teachers’ beliefs and practices in classroom writing assessment and the role of technology, including AI. Based on questionnaire responses from 76 teachers, findings show a hierarchy of strong formative assessment beliefs, moderate implementation, and low technology use, revealing gaps between assessment beliefs, classroom practices, and technology integration.
Speakers
RX
IL
Saturday October 24, 2026 10:05 - 10:35 JST
Conference Room III
  Paper

10:05 JST

EFL undergraduate students’ cross-genre awareness and recontextualization in dual-writing spaces
Saturday October 24, 2026 10:05 - 10:35 JST
International Conference Hall I
This study investigates EFL undergraduates’ recontextualization of genre knowledge and cross-genre awareness in dual-writing spaces that integrate academic and personalized genre production within a single course. Findings reveal multi-level recontextualization and cross-genre awareness emerging at different levels of comparison, highlighting the pedagogical value of structured movement across genres.
Speakers
avatar for Naoko Mochizuki

Naoko Mochizuki

Kanda University of International Studies
Saturday October 24, 2026 10:05 - 10:35 JST
International Conference Hall I
  Paper

10:05 JST

Human-AI synergy in postgraduate L2 academic writing: Cognitive-attitudinal dynamics and teachers’ irreplaceable humanity
Saturday October 24, 2026 10:05 - 10:35 JST
Conference Room II
This study synthesizes 20 empirical studies using a mixed-methods approach to explore postgraduates’ cognitive sensemaking processes and three-dimensional attitudes in ChatGPT-assisted L2 academic writing. It clarifies the conditional effectiveness of AI and highlights the irreplaceable humanistic value of teachers, aligning with the core theme of SSLW2026.
Speakers
LC
Saturday October 24, 2026 10:05 - 10:35 JST
Conference Room II
  Paper

10:05 JST

Keeping AI-supported L2 writing human: Teacher agency, AI-mediated revision, and intercultural audience in a POSTECH–NUS project
Saturday October 24, 2026 10:05 - 10:35 JST
International Conference Hall III
This presentation examines a POSTECH–NUS L2 writing project in which AI-supported revision, intercultural dialogue, and teacher-designed reflection were integrated into news-based writing. By requiring visible drafts, revised versions, and learning statements, the course framed AI as a tool for revision while preserving human judgment, audience awareness, and explicit pedagogical accountability.
Speakers
SK
Saturday October 24, 2026 10:05 - 10:35 JST
International Conference Hall III
  Paper

10:40 JST

Dissertating as an SLW: A study on human-machine-language ecologies
Saturday October 24, 2026 10:40 - 11:10 JST
Conference Room II
This presentation reports on a qualitative study demonstrating how students at a Japanese university used AI-powered technologies for writing in their everyday lives. It also uncovers how the L2 researcher who conducted the study relied on translanguaging and networks of humans and technologies to make this research happen.
Speakers
AW
Saturday October 24, 2026 10:40 - 11:10 JST
Conference Room II
  Paper

10:40 JST

Exploring Chinese undergraduates’ emotional experiences as dual-role participants in L2 writing peer feedback
Saturday October 24, 2026 10:40 - 11:10 JST
Conference Room IV
This case study explores learners’ academic emotions in peer feedback on second language writing and the possible influences of emotions on learners’ uptake of peer feedback. Positive emotions were found to improve the number and quality of revisions, whereas negative emotions could not necessarily impede learners’ revision operations.
Speakers
WZ
YZ
Saturday October 24, 2026 10:40 - 11:10 JST
Conference Room IV
  Paper

10:40 JST

L1 and L2 Japanese writers’ agency in AI-supported writing: Responses to ChatGPT feedback
Saturday October 24, 2026 10:40 - 11:10 JST
Conference Room I
This study investigates how college-age L1 and L2 Japanese writers evaluate, adopt, or reject ChatGPT-generated feedback in their writing process from the perspective of learner agency, and how their decision-making, contingent on various conditions, shapes their writing. Through qualitative data analysis, we aim to provide insights into these processes.
Speakers
YO
Saturday October 24, 2026 10:40 - 11:10 JST
Conference Room I
  Paper

10:40 JST

Students’ use of GenAI tools in digitally mediated research writing
Saturday October 24, 2026 10:40 - 11:10 JST
International Conference Hall III
This study examines how multilingual undergraduates conduct research writing across interconnected digital tools and platforms and use GenAI tools in these processes. Screen recordings of 20 students completing a source-based writing task show frequent cross-platform movement and layered tool use and substantial integration of GenAI tools in the recursive processes. Findings highlight the impact of GenAI and other digital tools on the changing nature of writing and suggest implications for teaching research writing in digital environments.
Speakers
JL

Jinrong Li

Georgia Southern University
KO
JD
Saturday October 24, 2026 10:40 - 11:10 JST
International Conference Hall III
  Paper

10:40 JST

The effects of task complexity on young learners’ second language writing performance (CAF): Mediating roles of writing motivation and writing anxiety
Saturday October 24, 2026 10:40 - 11:10 JST
International Conference Hall I
This longitudinal mixed-methods study examines how task complexity affects Chinese primary school students’ L2 narrative writing performance (CAF) and investigates the mediating roles of writing motivation and anxiety. This research offers evidence-based insights for pedagogical practices in L2 writing task design, particularly for elementary-level L2 writing instruction.
Speakers
JG
SL
Saturday October 24, 2026 10:40 - 11:10 JST
International Conference Hall I
  Paper

10:40 JST

Understanding the side effects of teacher feedback in second language writing
Saturday October 24, 2026 10:40 - 11:10 JST
Conference Room III
In this presentation, I examine the side effects of teacher feedback in L2 writing. A synthesis of literature reveals that feedback may negatively impact students’ writing quality and feedback engagement, while leading to teachers’ stress and burnout. Based on these findings, implications for feedback practices and further investigation are proposed.
Speakers
ZM
Saturday October 24, 2026 10:40 - 11:10 JST
Conference Room III
  Paper

10:40 JST

What happens after the conference: Tracing and following feedback into L2 student revisions
Saturday October 24, 2026 10:40 - 11:10 JST
International Conference Hall II
Building on earlier related conference research, this study examines how oral feedback shapes L2 revision beyond negotiated episodes. Using conference recordings, draft analyses, and interviews, it identifies how teachers select feedback, how students negotiate and apply it, and what these processes reveal about feedback uptake in contemporary, multi-sourced feedback contexts.
Speakers
HP
GE
Saturday October 24, 2026 10:40 - 11:10 JST
International Conference Hall II
  Paper

11:15 JST

Developing critical AI literacy in second language writing contexts: A preliminary analysis of course-level AI policy guidelines in universities in Taiwan
Saturday October 24, 2026 11:15 - 11:45 JST
Conference Room IV
This study examines how university writing instructors conceptualize and operationalize critical AI literacy in their course syllabi. The findings show varying degrees of engagement with AI, highlighting the need to make one’s stance on AI more explicit and help students navigate the complexities of writing in the age of AI.
Speakers
SC
Saturday October 24, 2026 11:15 - 11:45 JST
Conference Room IV
  Paper

11:15 JST

Digital tools and the power of peer interaction in the L2 writing classroom
Saturday October 24, 2026 11:15 - 11:45 JST
Conference Room I
This presentation will expand on previous research into how digital tools - a daily planner and a progress spreadsheet - can be used to encourage collaboration and communication among L2 learners in university academic writing classes. Results of the study suggest that these tools can help increase learner collaboration, autonomy, and motivation.
Speakers
MJ
TB

Tiffani Blatchford

Kanda University of International Studies
IT

I-Ting Tsai

Kanda University of International Studies

Saturday October 24, 2026 11:15 - 11:45 JST
Conference Room I
  Paper

11:15 JST

Exploring university students’ feedback literacy and revision behavior in generative AI-mediated L2 writing: An explanatory sequential mixed methods study
Saturday October 24, 2026 11:15 - 11:45 JST
International Conference Hall II
Generative AI can provide personalized feedback that helps learners improve their writing. However, the effectiveness of such feedback depends on students’ feedback literacy. This study investigates university students’ feedback literacy in generative AI-mediated L2 writing using an explanatory sequential mixed-methods design combining survey and stimulated recall data.
Speakers
KO
avatar for Yutaka Ishii

Yutaka Ishii

Associate Professor, Chiba University
Saturday October 24, 2026 11:15 - 11:45 JST
International Conference Hall II
  Paper

11:15 JST

From personal experience to academic voice: Using 3MT as a genre bridge in a multilingual L2 writing classroom
Saturday October 24, 2026 11:15 - 11:45 JST
International Conference Hall I
This classroom-based study examines how the Three Minute Thesis (3MT) format can bridge personal experience and academic writing in a multilingual university course. Analysis of student reflections, abstracts, and presentations shows that 3MT helped students clarify ideas, develop audience awareness, and connect personal perspectives with academic communication through rhetorical compression and near-peer modeling.
Speakers
JO
MU
avatar for Naomi Fujishima

Naomi Fujishima

Specially Appointed Professor, Kawasaki Medical School
Saturday October 24, 2026 11:15 - 11:45 JST
International Conference Hall I
  Paper

11:15 JST

Human and AI judgment in TOEFL writing instruction: Teachers negotiating authority, identity and accountability
Saturday October 24, 2026 11:15 - 11:45 JST
Conference Room III
This qualitative multiple-case study examines how GenAI tools reshape TOEFL writing teachers’ professional authority in high-stakes test-preparation contexts in China. Drawing on epistemic cognition, teacher professional identity, and accountability, it suggests that GenAI redistributes authority as teachers negotiate expertise and responsibility when interpreting algorithmic feedback and standardized rubric alignment.
Speakers
XS
WW
Saturday October 24, 2026 11:15 - 11:45 JST
Conference Room III
  Paper

11:15 JST

Human-centered AI literacy in graduate writing education: Reclaiming the humanity of writing teachers in the age of AI
Saturday October 24, 2026 11:15 - 11:45 JST
Conference Room II
This study examines a human centered AI literacy curriculum implemented in graduate education and its implications for second language writing teacher preparation. Findings show that dialogic engagement with AI supports ethical reasoning, teacher agency, and culturally responsive pedagogy, helping future educators integrate AI while preserving human judgment, relational teaching, and linguistic equity.
Speakers
NS
AR
Saturday October 24, 2026 11:15 - 11:45 JST
Conference Room II
  Paper

11:15 JST

Negotiating academic writing across disciplines in an international liberal arts graduate program: Student and faculty perspectives
Saturday October 24, 2026 11:15 - 11:45 JST
International Conference Hall III
This study examines academic writing in a graduate program in Japan through genre theory, EAP, and academic literacies. Drawing on student surveys, faculty interviews, and student work, it explores how writing conventions are negotiated across health, social sciences, and humanities, highlighting shared norms, expectations, hybridity, boundary crossing, and pedagogical implications.
Speakers
JI

Junko Imai

Juntendo University
Saturday October 24, 2026 11:15 - 11:45 JST
International Conference Hall III
  Paper

12:45 JST

Audience effects in languaging: Replication with the English passive and two written languaging opportunities
Saturday October 24, 2026 12:45 - 13:15 JST
International Conference Hall I
This study reexamined whether the audience of written languaging affects L2 learning. Replicating earlier findings favoring other-addressed WL, we tested a different grammatical target (the English passive) and incorporated two WL opportunities. No audience differences emerged, indicating possible boundary conditions for the audience effect.
Speakers
MI

Masako Ishikawa

Associate Professor, Josai University
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 →
Saturday October 24, 2026 12:45 - 13:15 JST
International Conference Hall I
  Paper

12:45 JST

Ecologies of multilingual writing (EMW): A conceptual framework
Saturday October 24, 2026 12:45 - 13:15 JST
International Conference Hall II
“Ecologies of Multilingual Writing” (EMW) conceptualizes SLW as an open-ended ecology in which phenomena traditionally studied separately (grammatical feedback, AI, genre, multilingualism, revision) are viewed in terms of how they interact. EMW also recognizes writing as a powerful tool for changing the world amid rapidly growing environmental crises.
Speakers
avatar for Dwight Atkinson

Dwight Atkinson

University of Arizona
JG
Saturday October 24, 2026 12:45 - 13:15 JST
International Conference Hall II
  Paper

12:45 JST

Genre-based writing pedagogy in the time of GenAI: Reflections on practice and future research
Saturday October 24, 2026 12:45 - 13:15 JST
Conference Room I
In this presentation, we discuss challenges and opportunities that may surround L2 writing teachers’ pedagogical decisions and practice related to genre-based writing instruction and GenAI, concluding with pedagogical and future research suggestions.
Speakers
avatar for Angela Hakim

Angela Hakim

Assistant Teaching Professor, Iowa State University
Angela Hakim is an Assistant Teaching Professor in the Department of English. She teaches courses in Academic English, ISU Foundation Communication, Advanced Communication, and the B.A. in Linguistics, including a course in sociolinguistics. Angela serves as the Director of Academic... Read More →
SJ
FL
Saturday October 24, 2026 12:45 - 13:15 JST
Conference Room I
  Paper

12:45 JST

Human judgment and prompt fairness in L2 writing assessment in the age of AI
Saturday October 24, 2026 12:45 - 13:15 JST
Conference Room III
Despite AI reshaping writing assessment, fairness remains a matter of human judgment as well as careful measurement. This study uses cross-classified modeling of an operational L2 writing placement test to examine prompt comparability and argues that writing teachers’ interpretive and ethical roles remain central in identifying and addressing inequitable task effects.
Speakers
SL

Sohyeon Lee

University of Hawaii at Manoa
Saturday October 24, 2026 12:45 - 13:15 JST
Conference Room III
  Paper

12:45 JST

Humanizing GenAI-assisted writing feedback: Developing EFL teachers’ AI feedback literacy through a co-designed evidence-informed intervention
Saturday October 24, 2026 12:45 - 13:15 JST
Conference Room II
This study introduces teacher AI feedback literacy as a multidimensional competence enabling teachers to understand, design, critically evaluate, and pedagogically use GenAI-assisted feedback. Through an evidence-informed, co-designed intervention bridging research and practice, the project explores how teachers mediate and humanize AI feedback while maintaining their central role in writing instruction.
Speakers
XL
QW
GH
Saturday October 24, 2026 12:45 - 13:15 JST
Conference Room II
  Paper

12:45 JST

Teacher-designed AI as a questioning partner: Developing high school students’ argumentation in L2 writing through debate instruction
Saturday October 24, 2026 12:45 - 13:15 JST
Conference Room IV
This study examines how a teacher-designed AI tool that challenges students’ reasoning through probing questions develops Japanese high school students’ argumentation skills and awareness in L2 writing. Drawing on the Toulmin model and integrated debate activities, results show significant improvements in argumentation awareness and writing quality.
Speakers
MI
AM
Saturday October 24, 2026 12:45 - 13:15 JST
Conference Room IV
  Paper

13:20 JST

AI as a writing process partner: Supporting student authorship in a Japanese EFL life writing project
Saturday October 24, 2026 13:20 - 13:50 JST
Conference Room I
This case study examines how generative AI supports a Japanese student’s life writing project without replacing authorship. Through interaction among student, teacher, and AI, the process developed inquiry, lexical exploration, and narrative organization. The study illustrates how AI can function as a collaborative writing process partner in guided L2 writing.
Speakers
MT

Mika Toff

Aichi Shukutoku University
TY

Takahiko Yamamori

Professor (English Education), Aichi Medical College
KW
Saturday October 24, 2026 13:20 - 13:50 JST
Conference Room I
  Paper

13:20 JST

Economies of academic writing for multilingual international students
Saturday October 24, 2026 13:20 - 13:50 JST
Conference Room IV
This case study examines how multilingual international students navigate academic writing as an economic activity, mobilizing resources, capital, and labor within neoliberal higher education. Drawing on interviews and artifacts, it introduces a model of the economy of academic literacies that maps how value circulates and shapes students’ writing practices.
Speakers
avatar for Zhaozhe Wang

Zhaozhe Wang

Assistant Professor, University of Toronto
Saturday October 24, 2026 13:20 - 13:50 JST
Conference Room IV
  Paper

13:20 JST

Feedback as interaction: An experimental comparison between human and AI-mediated writing conferences in L2 writing
Saturday October 24, 2026 13:20 - 13:50 JST
Conference Room III
This study examines how L2 writing feedback conferences with human teachers and AI tools differentially affect second-language learners’ basic psychological needs and task engagement. Using a between-subject randomized experiment, we demonstrate a statistically significant group difference in psychological needs and task engagement and also address how conferencing mode impacts revision quality and knowledge transfer.
Speakers
avatar for Mira Bekar

Mira Bekar

Full professor, Ss Cyril and Methodius University-Skopje
Online Communication
Thesis writing in L1 and L2
Critical discourse analysis
Teaching to L2 English majors
Travelling
Mountains

IK
Saturday October 24, 2026 13:20 - 13:50 JST
Conference Room III
  Paper

13:20 JST

High school-university collaboration in writing pedagogy: Influence on high school teachers
Saturday October 24, 2026 13:20 - 13:50 JST
Conference Room II
Following the introduction of Logical Expression in Japanese senior high schools, writing instruction has gained prominence, although many teachers lack formal training. A university–high school collaborative lesson study introduced process-oriented writing and task development, and findings indicate that participating teachers gradually developed greater competence and autonomy in implementing writing instruction.
Speakers
NK
MK

Madoka Kawano

Professor, Meiji University
avatar for Miho Yamashita

Miho Yamashita

Professor, Ritsumeikan University
Saturday October 24, 2026 13:20 - 13:50 JST
Conference Room II
  Paper

13:20 JST

Impact of AI-assisted feedback on EFL students’ writing performance: A process-oriented approach
Saturday October 24, 2026 13:20 - 13:50 JST
International Conference Hall II
This study investigated the impact of AI-assisted feedback on EFL students’ writing performance within a process-oriented framework. Fourteen Chinese-speaking English majors in Taiwan received ChatGPT-generated feedback during their writing process. Qualitative and quantitative findings indicate improved writing performance; students reported that AI feedback was particularly helpful for brainstorming and revising.
Speakers
KW
Saturday October 24, 2026 13:20 - 13:50 JST
International Conference Hall II
  Paper

13:20 JST

Individual differences in collaborative writing: The role of working memory and anxiety in a beginner adult-immigrant context
Saturday October 24, 2026 13:20 - 13:50 JST
International Conference Hall I
This quasi-experimental study investigates the development of L2 French writing among beginner adult immigrants through collaborative and individual practice. Results indicate that while individual practice favors lexical control, the effects of collaboration are moderated by working memory and anxiety. Findings highlight the need for learner-dependent pedagogical approaches.
Speakers
GM

Gabriel Michaud

Professor, Université de Montréal
SM
Saturday October 24, 2026 13:20 - 13:50 JST
International Conference Hall I
  Paper

13:55 JST

Conceptualizations and methodological trends in L2 student feedback literacy: A scoping review (2012–2025)
Saturday October 24, 2026 13:55 - 14:25 JST
Conference Room III
This scoping review synthesizes 27 studies (2012–2025) on L2 student feedback literacy, mapping research contexts and designs. Findings reveal geographic and participant concentration and a predominance of qualitative approaches. The review highlights gaps in diversity across participants and settings and calls for greater methodological transparency, rigor, and conceptual development.
Speakers
JT
JR

Jui-Hsin Renee Hung

Brandeis University
YP

Yeoeun Park

Indiana University Bloomington
Saturday October 24, 2026 13:55 - 14:25 JST
Conference Room III
  Paper

13:55 JST

Countering AI homogenisation: Developing adaptable writers through multi-genre pedagogy
Saturday October 24, 2026 13:55 - 14:25 JST
International Conference Hall I
This presentation examines multi-genre pedagogy (MGP) as a human-centred approach to academic writing in AI-saturated contexts, foregrounding teacher judgment, task design, and metacognition to support rhetorical flexibility and writing transfer.
Speakers
PW
avatar for Raffaella Negretti

Raffaella Negretti

Professor, Chalmers University of Technology
I am professor of educational psychology and applied linguistics at Chalmers University of Technology, department of Communication and Learning in Science. The focus of my work is on academic writing, writing for research purposes, genre pedagogy, higher education (HE) learning and... Read More →
LM
CF
Saturday October 24, 2026 13:55 - 14:25 JST
International Conference Hall I
  Paper

13:55 JST

Investigating the depth of processing in collaborative and individual languaging across writing stages
Saturday October 24, 2026 13:55 - 14:25 JST
Conference Room I
This presentation investigates effective feedback practices for junior high school students by comparing collaborative and individual languaging. The findings indicate that collaborative languaging promoted deeper cognitive processing, whereas individual languaging enabled learners to address a wider range of linguistic problems. Both approaches support learner autonomy in L2 writing classrooms.
Speakers
MI
Saturday October 24, 2026 13:55 - 14:25 JST
Conference Room I
  Paper

13:55 JST

Teacher emotion labour and instructional decision-making in multilingual L2 writing classrooms
Saturday October 24, 2026 13:55 - 14:25 JST
Conference Room IV
This study examines how teacher emotion labour informs decision-making in multilingual L2 writing classrooms. The teacher experienced ambivalence navigating culturally grounded student silence and Western participation norms, as well as tensions between institutional policy and a multilingual stance, affecting decisions to reinterpret silence and permit L1 use for meaning-making.
Speakers
WC
Saturday October 24, 2026 13:55 - 14:25 JST
Conference Room IV
  Paper

13:55 JST

Understanding L2 writers’ responsiveness in AI-mediated dynamic assessment for academic writing
Saturday October 24, 2026 13:55 - 14:25 JST
International Conference Hall II
This study explores how L2 writers engage with AI-mediated support during academic writing revision. Drawing on drafts, revision histories, system logs, questionnaires, and interviews, it shows how an AI-supported Dynamic Assessment platform makes writers’ engagement visible, revealing shifts in revision behavior, meaningful feedback uptake, and developing independence in mediated revision.
Speakers
YK
Saturday October 24, 2026 13:55 - 14:25 JST
International Conference Hall II
  Paper

13:55 JST

Writing instructors-AI engineer interdisciplinary collaboration for promoting L2 writers’ agency in the GenAI era: Activity theory perspective
Saturday October 24, 2026 13:55 - 14:25 JST
Conference Room II
This two-year longitudinal case study examined how L2 writing instructors and an engineer specialized in AI collaborated to design genre-based writing instruction that promotes writer agency in the GenAI era. Guided by Cultural-Historical Activity Theory, the study reveals their tensions and collective transformations in their co-designed writing workshops and courses.
Speakers
TO
AA
YA
Saturday October 24, 2026 13:55 - 14:25 JST
Conference Room II
  Paper

14:55 JST

AI-based feedback vs. model text feedback in L2 writing: Effects on writing quality and learners’ affective factors
Saturday October 24, 2026 14:55 - 15:25 JST
Conference Room II
This study compared AI-based feedback and model text in L2 writing, focusing on writing quality and learners’ affect. Writing quality improved with no significant group differences; AI-based feedback was associated with slightly higher boredom, suggesting participants may have been overwhelmed by the feedback and had difficulty incorporating it into revisions.
Speakers
AD
SS
AM
Saturday October 24, 2026 14:55 - 15:25 JST
Conference Room II
  Paper

14:55 JST

From research task to embodied practice: A longitudinal ecological case study of English diary in a relational network
Saturday October 24, 2026 14:55 - 15:25 JST
Conference Room IV
This study reports a longitudinal case study of a Japanese university student whose English diary writing evolved from a research task into an embodied, lived practice. Drawing on Ecologies of Multilingual Writing, it shows how diary writing emerged through relationships among the learner, AI tools, the researcher, and everyday experiences.
Speakers
KY
Saturday October 24, 2026 14:55 - 15:25 JST
Conference Room IV
  Paper

14:55 JST

How tutoring approaches emerge: Metacognitive experiences in writing centre practice in Chinese higher education
Saturday October 24, 2026 14:55 - 15:25 JST
Conference Room III
This study examines how L2 writing tutors’ metacognitive experiences shape tutoring practices in a multilingual university writing centre. Analysis of interviews, observations, and stimulated recall from six tutors identifies tutor-centred, tutee-centred, and learning-centred experiences that dynamically inform directive, interactive, and facilitative approaches, highlighting tutoring as contextually negotiated expertise.
Speakers
DK
Saturday October 24, 2026 14:55 - 15:25 JST
Conference Room III
  Paper

14:55 JST

Implementing generative AI in the spanish classroom: Students’ beliefs and satisfaction with ChatGPT for L2 written communication through corrective feedback and role-plays
Saturday October 24, 2026 14:55 - 15:25 JST
Conference Room I
This study examined learners’ experiences with two ChatGPT-mediated writing activities in an intermediate L2 Spanish course: sentence-level corrective feedback and interactive written role-play. Interviews indicated that feedback supported accuracy and revision, while role-play promoted sustained interaction and contextualized language use. Students valued immediacy and adaptability but noted occasional feedback inconsistencies.
Speakers
PR
JS
CS
Saturday October 24, 2026 14:55 - 15:25 JST
Conference Room I
  Paper

14:55 JST

Perceptions and challenges in flipped writing classrooms: Insights from indonesian pre-service EFL teacher education programs
Saturday October 24, 2026 14:55 - 15:25 JST
International Conference Hall I
This qualitative study explores how pre-service EFL teachers in Indonesia perceived Flipped Classroom (FC) pedagogy in developing their writing performance and engagement, and what challenges they encountered during its implementation. Findings from semi-structured interviews reveal four themes and highlight FC’s potential as a human-centered instructional approach in the age of Generative AI.
Speakers
avatar for Husnawadi

Husnawadi

HDR Student, University of Canberra
I am a PhD student in the Faculty of Education at the University of Canberra, Australia, and a university lecturer at the State Islamic University of Mataram (UIN Mataram), Indonesia. My research focuses on L2 writing, flipped classrooms, student engagement, and EFL teacher education... Read More →
Saturday October 24, 2026 14:55 - 15:25 JST
International Conference Hall I
  Paper

14:55 JST

Using AI to map the ecologies of multilingual writing across US-based colleges and universities
Saturday October 24, 2026 14:55 - 15:25 JST
International Conference Hall II
Using an interactive digital map to explore writing sites at diverse institutions created by leveraging AI for data collection, we reveal trends in institutional support and requirements for multilingual writers. Via the map, users can identify trends across a range of institution types/key variables.
Speakers
KK
PK
GM
Saturday October 24, 2026 14:55 - 15:25 JST
International Conference Hall II
  Paper

15:30 JST

“I understand enough to know that it is saying what I asked it to say”: How GenAI obscures professional email communication and the role of pragmatics in modern ESP instruction
Saturday October 24, 2026 15:30 - 16:00 JST
Conference Room I
AI use in email writing is ubiquitous; however, those who use GenAI to produce email in an L2 may miss the nuances of the text produced, possibly leading to offense in high stakes professional communication. This study explores this phenomenon, reconfirming the importance of pragmatics instruction in ESP writing classes.
Speakers
KP
GO
Saturday October 24, 2026 15:30 - 16:00 JST
Conference Room I
  Paper

15:30 JST

Breaking the algorithmic silence: An ecological reconsideration of voice and agency in AI-mediated ESL writing
Saturday October 24, 2026 15:30 - 16:00 JST
Conference Room III
This study examines the ecological transformation of ESL writing in the AI era. Drawing on Barthes’ notion of neutral writing, I theorize algorithmic silence as a threat to authorial agency. The paper proposes a pedagogy of ecological voice that helps teachers support students’ presence and agency in AI-mediated writing environments.
Speakers
JD

Juhyun Do

Janggi Elementary School
Saturday October 24, 2026 15:30 - 16:00 JST
Conference Room III
  Paper

15:30 JST

Intertextual engagement in L2 Chinese academic writing: Developing critical literacy through L2 reading-to-writing
Saturday October 24, 2026 15:30 - 16:00 JST
International Conference Hall I
This study examines intertextual engagement in L2 Chinese academic writing through a reading-to-writing pedagogy. A case study of ten essays analyzes how learners interpret, integrate and synthesize source texts. Findings reveal authorial stance and synthesis, demonstrating how reading-to-writing instruction supports critical literacy and intertextual competence in Chinese academic writing contexts.
Speakers
avatar for Haidan Wang
Saturday October 24, 2026 15:30 - 16:00 JST
International Conference Hall I
  Paper

15:30 JST

Multilingual writing development: Interrelationships among agency, audience, voice
Saturday October 24, 2026 15:30 - 16:00 JST
Conference Room IV
This study examines how writers’ rhetorical abilities develop across languages. Based on a series of cross-sectional and case studies, we compare rhetorical text features selected by 77 novice, intermediate, and advanced multilingual writers. Based on the findings, we propose a model of how agency, audience, and writer voice are interrelated.
Speakers
CR

Carol Rinnert

Professor Emeritus, Hiroshima City University
HK
Saturday October 24, 2026 15:30 - 16:00 JST
Conference Room IV
  Paper

15:30 JST

Peer feedback in digital argumentative essay revision: Genre-specific feedback, meaning alignment, and writer agency
Saturday October 24, 2026 15:30 - 16:00 JST
Conference Room II
This study investigates how EFL learners revise argumentative essays in response to peer feedback in a digital environment. Using sociocultural theory, this study demonstrates that peer feedback creates a learning space for learners to generate genre-specific feedback, align intended and comprehended meaning, and activate writers’ agency in essay revision.
Speakers
ZQ
Saturday October 24, 2026 15:30 - 16:00 JST
Conference Room II
  Paper

15:30 JST

Student revision under constrained AI feedback in low-intermediate EFL writing
Saturday October 24, 2026 15:30 - 16:00 JST
International Conference Hall II
This presentation investigates how low-intermediate EFL students revise short narratives after receiving feedback from ChatGPT generated using a constrained prompt. Analysis of paired drafts shows that constrained AI feedback does not lead students uniformly toward extensive rewriting. Instead, students adopt suggestions selectively, producing varied patterns of revision.
Speakers
MJ
Saturday October 24, 2026 15:30 - 16:00 JST
International Conference Hall II
  Paper

16:05 JST

Beyond traditional rubrics: Assessing register awareness in hybrid EFL writing through AI and human perspectives
Saturday October 24, 2026 16:05 - 16:35 JST
Conference Room I
This study compares human and AI assessments of "register awareness" in high-stakes mixed-genre writing. By analyzing student scripts from a national-level EFL examination, the research reveals limitations in traditional rubrics and highlights the irreplaceable role of human judgment in evaluating complex rhetorical shifts that generative AI currently struggles to address.
Speakers
NK
Saturday October 24, 2026 16:05 - 16:35 JST
Conference Room I
  Paper

16:05 JST

Communicative competence revisited: The writing teacher as expander of experiences and beliefs in the age of AI
Saturday October 24, 2026 16:05 - 16:35 JST
Conference Room III
This paper argues that learners may use AI in ways that reinforce a form-based orientation, bypassing communicative competence development. It proposes the teacher as an expander of experiences and beliefs, cultivating struggles and reflections that underlie communicative competence—not easily provided by current AI-human dynamics, which predominantly accommodate learners’ beliefs rather than challenge them.
Speakers
SM
HT
Saturday October 24, 2026 16:05 - 16:35 JST
Conference Room III
  Paper

16:05 JST

Exploring translanguaging practices in English writing: Integrating wordless picture books into freshman English courses
Saturday October 24, 2026 16:05 - 16:35 JST
Conference Room IV
Addressing the AI era, this study investigates translanguaging in Taiwan to optimize student writing performance. Utilizing wordless picture books, research demonstrates that leveraging multilingual resources improves narrative quality and task outcomes.
Speakers
PL
Saturday October 24, 2026 16:05 - 16:35 JST
Conference Room IV
  Paper

16:05 JST

From literature review to public awareness campaign: Designing a human-centered L2 writing sequence in the age of AI
Saturday October 24, 2026 16:05 - 16:35 JST
International Conference Hall I
This presentation describes a scaffolded L2 writing sequence that moves from literature review writing to collaborative research discussions, a student-led panel discussion, and a creative NGO awareness campaign project. The sequence illustrates how human-centered writing pedagogy can highlight dialogue, collaboration, and multimodal communication in the age of AI.
Speakers
avatar for Amanda Yoshida

Amanda Yoshida

Lecturer, Rikkyo University
Amanda J. Yoshida is an adjunct lecturer at Rikkyo University’s Center for Foreign Language Education and Research. She holds a master’s degree from Anaheim University. Her research interests include project-based learning, reflective practices, and assessment. She has published... Read More →
Saturday October 24, 2026 16:05 - 16:35 JST
International Conference Hall I
  Paper

16:05 JST

GenAI feedback and student voice: Examining linguistic diversity in ESL writing classes
Saturday October 24, 2026 16:05 - 16:35 JST
International Conference Hall II
Peer and AI Review + Reflection (PAIRR) offers a pedagogical model for integrating GenAI into ESL classes; students engage with peer and GenAI feedback to support their revision processes. We discuss a mixed-methods analysis of PAIRR’s impact on the linguistic diversity of students’ writing and their confidence in their writerly voice.
Speakers
SM
AS
Saturday October 24, 2026 16:05 - 16:35 JST
International Conference Hall II
  Paper

16:05 JST

The potential of second language poetry writing for exploring EFL learners’ emotion and identity
Saturday October 24, 2026 16:05 - 16:35 JST
Conference Room II
The present research explores the potential of second language (L2) poetry writing as qualitative data source. By analyzing ten poems about my own L2 learning history, my emotional responses and identity are revealed. This suggests that L2 poetry writing provides researchers with a deeper understanding of individual L2 learners.
Speakers
HK
Saturday October 24, 2026 16:05 - 16:35 JST
Conference Room II
  Paper

16:40 JST

“Can you say that here?” Intertextual negotiation and language socialization in L2 writing conferences
Saturday October 24, 2026 16:40 - 17:10 JST
International Conference Hall I
This study uses multimodal interaction analysis to examine how reported speech and embodied talk in writing conferences support L2 writers’ socialization into academic discourse practices. Preliminary analysis shows how participants navigate the different voices and negotiate intertextual meaning, highlighting writing conferences as sites for developing authorial presence in source-based writing.
Speakers
SA
Saturday October 24, 2026 16:40 - 17:10 JST
International Conference Hall I
  Paper

16:40 JST

Centering humanity: Teachers, students, and community
Saturday October 24, 2026 16:40 - 17:10 JST
Conference Room IV
In the age of AI and with students living in a hybrid online/offline world, the writing classroom can serve as a space for (re)connecting on a human level. By focusing on community, criticality, complexity, and creativity, teachers and students can co-create an environment of intentionality, agency, and civic impact.
Speakers
CK
Saturday October 24, 2026 16:40 - 17:10 JST
Conference Room IV
  Paper

16:40 JST

EFL writers’ perceptions of teacher and generative AI feedback: Reconfiguring the humanity of writing teachers in AI-mediated environments
Saturday October 24, 2026 16:40 - 17:10 JST
International Conference Hall II
In AI-mediated writing classrooms, how is the humanity of teaching redefined? Drawing on EFL students’ experiences with teacher and generative AI feedback, this study shows how they strategically integrate both. Findings highlight how GAI expands access and support, while teachers sustain interpretation, judgment and human engagement in learners’ writing development.
Speakers
MW
Saturday October 24, 2026 16:40 - 17:10 JST
International Conference Hall II
  Paper

16:40 JST

Humanizing L2 writing: The interplay between teachers’ metacognitive competence and students’ metacognition
Saturday October 24, 2026 16:40 - 17:10 JST
Conference Room III
Drawing on a year-long study of Hong Kong primary classrooms, this study identifies a three-dimensional model of metacognitive instruction and shows how teachers’ structural, cognitive, and relational practices enhance learners’ metacognitive knowledge, strategic awareness, and metacognitive experience in L2 writing.
Speakers
PM

Pauline Mak

Assistant Professor, The Education University of Hong Kong
Saturday October 24, 2026 16:40 - 17:10 JST
Conference Room III
  Paper

16:40 JST

Practice for skill, production for proficiency: Disentangling learning mechanisms in GenAI-enhanced EFL collaborative story writing
Saturday October 24, 2026 16:40 - 17:10 JST
Conference Room II
This presentation reports design-based research on a GenAI-enhanced collaborative story-writing application for compulsory university EFL classes in Japan. Drawing on self-determination theory, it examines how constrained, learner-initiated AI support shapes engagement, psychological need states, and learning outcomes, and proposes a model distinct from general-purpose chatbot approaches for classroom-based writing instruction.
Speakers
NE
YK
Saturday October 24, 2026 16:40 - 17:10 JST
Conference Room II
  Paper
 
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