This paper reconceptualizes AI in second language writing beyond surveillance and punishment. It argues that AI shapes L2 learners’ authorship, agency, and identity, and proposes a reflective AI literacy framework that positions AI as a collaborative pedagogical tool and calls for aligned pedagogical and assessment practices in L2 writing.
This study examines teacher–student rubric co-construction as metacognitive instruction in ESL academic writing. Using mixed-methods data from two first-year ESL classes, findings show that collaborative rubric development supports L2 students’ metacognitive knowledge and regulation, enhances reflection on writing expectations, and highlights the role of assessment literacy in formative assessment practices.
To illuminate the correlation between self-reported AI usage and writing self-efficacy in L2 writers, research findings will be presented from a two-year study conducted at the UNC Charlotte Writing Resources Center. Additionally, a methodology will be presented for other writing centers to implement collection of similar data at their institution.
Mixed-methods study examines how screen immersion and AI use shape Gen Z L2 learners’ reading–writing behaviors and self-regulation, proposing an adaptive pedagogy to support their reading–writing development, motivational regulation, and agency in digitally saturated learning environments.
