SSLW2026

SSLW2026

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09:30 JST

From passive reliance to critical use: Peer interaction and engagement in MT-assisted L2 writing Conference Room IVMariko Yuasa Investigating L2 writers’ engagement with a customised GPT for pre-task planning International Conference Hall IIICarrie Xin Peng • Xingcheng Wang Japanese undergraduates’ perceptions of feedback in academic English writing: Balancing human- and AI-mediated approaches International Conference Hall IIJohn Rylander • Catherine LeBlanc • Jacob Dunlap L2 french writers’ motivations and perceptions toward GenAI-enhanced writing from a self-determination perspective: Examination across AI tools, proficiency levels, and course grades Conference Room IIIJi-young Shin • Magda Tigchelaar Negotiating identity and authority in AI-mediated L2 academic writing: Translanguaging and transpositioning Conference Room IBingke Chen Reconfiguring teacher expertise in AI-mediated L2 writing: Insights from manga-based writing International Conference Hall ITakako Yasuta Scaffolding, creativity, and the human dimensions of L2 writing pedagogy Conference Room IIOlivia Kennedy • Sandra Healy

10:05 JST

A racial methodology of GTA training in mainstream and multilingual contexts Conference Room IStephanie Leow Agency for international students in L2 writing: AI as rehearsal space for voice International Conference Hall IIAlexandra Elizabeth Lee AI-assisted metacognitive awareness building for academic writing in a flipped classroom Conference Room IVHui-chia Judy Shih Classroom writing assessment in Singapore schools: Teachers’ beliefs, practices, and the role of technology (including AI) Conference Room IIIRachel Xuelian Zhu • Icy Lee EFL undergraduate students’ cross-genre awareness and recontextualization in dual-writing spaces International Conference Hall INaoko Mochizuki Human-AI synergy in postgraduate L2 academic writing: Cognitive-attitudinal dynamics and teachers’ irreplaceable humanity Conference Room IILi Chen Keeping AI-supported L2 writing human: Teacher agency, AI-mediated revision, and intercultural audience in a POSTECH–NUS project International Conference Hall IIISoo-Ok Kweon

10:40 JST

Dissertating as an SLW: A study on human-machine-language ecologies Conference Room IIAlex Way Exploring Chinese undergraduates’ emotional experiences as dual-role participants in L2 writing peer feedback Conference Room IVWenlei Zhu • Yao Zheng L1 and L2 Japanese writers’ agency in AI-supported writing: Responses to ChatGPT feedback Conference Room IYasuko Okano Students’ use of GenAI tools in digitally mediated research writing International Conference Hall IIIJinrong Li • Kathleen O’Reilly • Joseph D. Atoyebi The effects of task complexity on young learners’ second language writing performance (CAF): Mediating roles of writing motivation and writing anxiety International Conference Hall IJunqing Guo • Shaofeng Li Understanding the side effects of teacher feedback in second language writing Conference Room IIIZhicheng Mao What happens after the conference: Tracing and following feedback into L2 student revisions International Conference Hall IIHyrum Pastores • Grant Eckstein

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 Conference Room IVSin-Yi Chang Digital tools and the power of peer interaction in the L2 writing classroom Conference Room IMichelle Jerrems • Tiffani Blatchford • I-Ting Tsai Exploring university students’ feedback literacy and revision behavior in generative AI-mediated L2 writing: An explanatory sequential mixed methods study International Conference Hall IIKatsuki Oshiro • Yutaka Ishii From personal experience to academic voice: Using 3MT as a genre bridge in a multilingual L2 writing classroom International Conference Hall IJunko Otoshi • Mariko Uzuka • Naomi Fujishima Human and AI judgment in TOEFL writing instruction: Teachers negotiating authority, identity and accountability Conference Room IIIXinyue Shui • Wei Wang Human-centered AI literacy in graduate writing education: Reclaiming the humanity of writing teachers in the age of AI Conference Room IINaseh Shahri • Afarin Rajaei Negotiating academic writing across disciplines in an international liberal arts graduate program: Student and faculty perspectives International Conference Hall IIIJunko Imai

12:45 JST

Audience effects in languaging: Replication with the English passive and two written languaging opportunities International Conference Hall IMasako Ishikawa • Wataru Suzuki Ecologies of multilingual writing (EMW): A conceptual framework International Conference Hall IIDwight Atkinson • Jeroen Gevers Genre-based writing pedagogy in the time of GenAI: Reflections on practice and future research Conference Room IAngela Hakim • Shangyu Jiang • Febriana Lestari Human judgment and prompt fairness in L2 writing assessment in the age of AI Conference Room IIISohyeon Lee Humanizing GenAI-assisted writing feedback: Developing EFL teachers’ AI feedback literacy through a co-designed evidence-informed intervention Conference Room IIXinyu Liu • Qi Wang • Guangwei Hu Teacher-designed AI as a questioning partner: Developing high school students’ argumentation in L2 writing through debate instruction Conference Room IVMiho Izumi • Atsushi Mizumoto

13:20 JST

AI as a writing process partner: Supporting student authorship in a Japanese EFL life writing project Conference Room IMika Toff • Takahiko Yamamori • Kana Wakida Economies of academic writing for multilingual international students Conference Room IVZhaozhe Wang Feedback as interaction: An experimental comparison between human and AI-mediated writing conferences in L2 writing Conference Room IIIMira Bekar • Ilina Kachinske High school-university collaboration in writing pedagogy: Influence on high school teachers Conference Room IINoriko Kurihara • Madoka Kawano • Miho Yamashita Impact of AI-assisted feedback on EFL students’ writing performance: A process-oriented approach International Conference Hall IIKai-Lin Wu Individual differences in collaborative writing: The role of working memory and anxiety in a beginner adult-immigrant context International Conference Hall IGabriel Michaud • Sophie McBride

13:55 JST

Conceptualizations and methodological trends in L2 student feedback literacy: A scoping review (2012–2025) Conference Room IIIJun Takahashi • Jui-Hsin Renee Hung • Yeoeun Park Countering AI homogenisation: Developing adaptable writers through multi-genre pedagogy International Conference Hall IPeter Wingrove • Raffaella Negretti • Lisa McGrath • Christine Feak Investigating the depth of processing in collaborative and individual languaging across writing stages Conference Room IMaki Imazawa Teacher emotion labour and instructional decision-making in multilingual L2 writing classrooms Conference Room IVWitchuda Chaisong Understanding L2 writers’ responsiveness in AI-mediated dynamic assessment for academic writing International Conference Hall IIYu-Ting Kao Writing instructors-AI engineer interdisciplinary collaboration for promoting L2 writers’ agency in the GenAI era: Activity theory perspective Conference Room IITomoko Oyama • Anubhav Anubhav • Yuka Akiyama

14:55 JST

AI-based feedback vs. model text feedback in L2 writing: Effects on writing quality and learners’ affective factors Conference Room IIAtsushi Doi • Soma Sekiguchi • Atsushi Miura From research task to embodied practice: A longitudinal ecological case study of English diary in a relational network Conference Room IVKimie Yamamura How tutoring approaches emerge: Metacognitive experiences in writing centre practice in Chinese higher education Conference Room IIIDelin Kong Implementing generative AI in the spanish classroom: Students’ beliefs and satisfaction with ChatGPT for L2 written communication through corrective feedback and role-plays Conference Room IPablo Robles-García • Ji-young Shin • Claudia Sánchez-Gutiérrez Perceptions and challenges in flipped writing classrooms: Insights from indonesian pre-service EFL teacher education programs International Conference Hall IHusnawadi Using AI to map the ecologies of multilingual writing across US-based colleges and universities International Conference Hall IIKendon Kurzer • Paul Kidhardt • Greer Murphy

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 Conference Room IKaterina Petchko • Gavin O’Neill Breaking the algorithmic silence: An ecological reconsideration of voice and agency in AI-mediated ESL writing Conference Room IIIJuhyun Do Intertextual engagement in L2 Chinese academic writing: Developing critical literacy through L2 reading-to-writing International Conference Hall IHaidan Wang Multilingual writing development: Interrelationships among agency, audience, voice Conference Room IVCarol Rinnert • Hiroe Kobayashi Peer feedback in digital argumentative essay revision: Genre-specific feedback, meaning alignment, and writer agency Conference Room IIZishan Qin Student revision under constrained AI feedback in low-intermediate EFL writing International Conference Hall IIMichelle Johnson

16:05 JST

Beyond traditional rubrics: Assessing register awareness in hybrid EFL writing through AI and human perspectives Conference Room INing Kan Communicative competence revisited: The writing teacher as expander of experiences and beliefs in the age of AI Conference Room IIIShota Mukai • Ha Thi Phuong Pham Exploring translanguaging practices in English writing: Integrating wordless picture books into freshman English courses Conference Room IVPei-Chia Liao From literature review to public awareness campaign: Designing a human-centered L2 writing sequence in the age of AI International Conference Hall IAmanda Yoshida GenAI feedback and student voice: Examining linguistic diversity in ESL writing classes International Conference Hall IISophia Minnillo • Aparna Sinha The potential of second language poetry writing for exploring EFL learners’ emotion and identity Conference Room IIHinako Kuwata

16:40 JST

“Can you say that here?” Intertextual negotiation and language socialization in L2 writing conferences International Conference Hall ISunghee Ahn Centering humanity: Teachers, students, and community Conference Room IVClaudia Kunschak EFL writers’ perceptions of teacher and generative AI feedback: Reconfiguring the humanity of writing teachers in AI-mediated environments International Conference Hall IIMan Wai Edward Fung Humanizing L2 writing: The interplay between teachers’ metacognitive competence and students’ metacognition Conference Room IIIPauline Mak Practice for skill, production for proficiency: Disentangling learning mechanisms in GenAI-enhanced EFL collaborative story writing Conference Room IINicolas Emerson • Yuka Kono

SSLW2026

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