This presentation shares findings from a case study that examines how L2 writing teacher (L2WT) expertise is conceptualized and developed at a training practicum for teaching L2 writing at the college level. It discusses the context-dependent nature of L2WT expertise and its implications for L2WT preparation.
This study examines how pre-service teachers in South Korea used generative AI while writing English lesson plans. Drawing on a cognitive writing model, it analyzes AI use across stages and perceptions of its usefulness. Finding show reliance on AI for translation and idea generation, highlighting implications for ESP writing instruction and AI literacy.
This study examines how narrative ownership is negotiated in an EFL picture book writing project integrating hand-drawn, digital, and AI-generated illustrations. Grounded in task-based writing pedagogy, it explores how students navigate authorship, creative agency, and technological mediation, highlighting the teacher’s role in preserving human storytelling in AI-augmented writing environments.
This paper presents the application of the AcOnHE e-tivity framework to an online L2 academic writing course at a Ukrainian university. Through qualitative case study analysis, it maps the course design onto Salmon’s five-stage model, identifying implications for writing teachers and course designers working in online and disrupted learning environments.
This study examines affective and interactional dynamics during young learners’ L2 writing assessment. Using multimodal interaction analysis from test administrations with 57 children aged 5–6, we show how student interruptions and test administrator responses shape agency and engagement. Results demonstrate writing assessment as a relational and interactionally mediated process.
This presentation examines the use of myProse, an AI-supported analytic writing environment, in two first-year writing courses at a multilingual U.S. branch campus. Analysis of student reflections shows that analytic AI can support diagnostic awareness, authorial control, and critical AI literacy when instructor-mediated and embedded within process-oriented writing pedagogy.
This study examines how pre-service EFL teachers learn to compose in AI-mediated multimodal environments within a technology-enhanced language teaching course. Using social semiotic and New Literacies perspectives, it analyzes students’ artifacts and reflections to explore shifts in authorship, design practices, and pedagogical understanding, highlighting implications for preparing future writing teachers in the age of AI.
