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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
