This case study examines how a multilingual graduate student in a U.S. pathway program negotiates epistemic authority across concurrent academic writing and disciplinary courses. Drawing on metadiscourse and positioning theory, it introduces “suspended authority” to explain why professional expertise may be strategically withheld in a transitional institutional space.
This study examines how a writing teacher’s feedback role evolves when AI tools are integrated into the revision process in a Technical Writing classroom, with the aim of finding out areas where human guidance remains essential.
This longitudinal study seeks to extend writing teacher feedback literacy (WTFL) and provide developmental patterns for EFL teachers in AI-mediated classrooms. Adopting a human-centered approach, the researcher attempts to challenge current skepticism about EFL writing teachers’ roles and redefine our positionality in the age of GenAI.
This mixed-methods study explores how integrating critical AI literacy into process-based EAP writing influences student engagement, rhetorical quality, and strategy recall. Findings indicate that structured AI use enhances revision practices, argumentation, and metacognitive awareness, positioning learners as reflective collaborators and informing AI-integrated writing pedagogy in second language contexts.
This paper explores how editorial mentorship can humanize scholarly publishing for multilingual scholars in the age of AI. Drawing on the co-editing of a Writing Center Journal special issue, our presentation examines how transparent editorial infrastructures, mentorship-oriented review practices, and collaborative feedback can expand equitable participation in academic knowledge-making.
This study explores Japanese first-year university students’ perspectives on ethical AI use in L2 writing, emphasizing the key qualities of the teacher-student relationship. Through a ChatGPT-4 classroom activity, findings highlight transparency, critical engagement with AI feedback, and collaboration, which reinforce teachers’ roles as real human beings in writing education.
This document-based historical analysis explores how writing instruction and activities have been articulated in Japan’s national curriculum guidelines for English education, and reconsiders the writing abilities required in the age of generative artificial intelligence (GenAI). Presenters highlight the importance of a process-genre approach to writing instruction that incorporates GenAI technology.
