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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
