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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
