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Thursday, October 22
 

09:00 JST

Networking Excursion
Thursday October 22, 2026 09:00 - 18:00 JST
Kyoto Station Tourist Bus Terminal
Thursday October 22, 2026 09:00 - 18:00 JST
Kyoto Station Tourist Bus Terminal
  Social Event, Pre-Registration Required

18:00 JST

Pre-Symposium Social
Thursday October 22, 2026 18:00 - 20:00 JST
Pig & Wistle

Thursday October 22, 2026 18:00 - 20:00 JST
Pig & Wistle
  Social Event, Pre-Registration Required
 
Friday, October 23
 

09:30 JST

Coffee & Networking
Friday October 23, 2026 09:30 - 11:40 JST
International Conference Hall III
Friday October 23, 2026 09:30 - 11:40 JST
International Conference Hall III
  Networking, Open Meeting

09:30 JST

Registration and Check In
Friday October 23, 2026 09:30 - 17:00 JST
2nd Floor Lobby
Friday October 23, 2026 09:30 - 17:00 JST
2nd Floor Lobby
  Registration and Check In

10:00 JST

A methodological synthesis of reformulation research in L2 writing
Friday October 23, 2026 10:00 - 10:30 JST
International Conference Hall II
Studies on reformulation in L2 writing vary in how they are defined, operationalized, and reported, making comparisons across studies difficult. This study presents a methodological synthesis of reformulation research in L2 writing. The paper concludes by discussing key considerations in the use of reformulation for educational and research purposes.
Speakers
YI
SN
YF
Friday October 23, 2026 10:00 - 10:30 JST
International Conference Hall II
  Paper

10:00 JST

Data-driven learning meets generative artificial intelligence: Informal Internet written language in Chinese, Japanese, and Korean
Friday October 23, 2026 10:00 - 10:30 JST
Conference Room IV
This study examines how Chinese, Japanese, and Korean learners use a corpus-informed GenAI (Google Gemini) chatbot to develop informal internet writing in a DDL framework. Analysis of chatlogs, journals, and surveys shows that learners benefited from authentic language exposure but needed further training to use the tool effectively and strategically.
Speakers
AF
KH
RM
Friday October 23, 2026 10:00 - 10:30 JST
Conference Room IV
  Paper

10:00 JST

Do human raters and GenAI “perceive“ writing quality in a similar way? A corpus-based investigation of stance features in L2 engineering writing
Friday October 23, 2026 10:00 - 10:30 JST
Conference Room III
This is a corpus-based study to compare stance features in excellent L2 engineering writing rated by English teachers and a GenAI tool. From the lens of stance features, the findings reveal the limitations of using GenAI to assess second language writing.
Speakers
GL

Ge Lan

Assistant Professor, City University of Hong Kong
JY

Jie Yang

PhD candidate, City University of Hong Kong
Department of English, City University of Hong Kong
YL
Friday October 23, 2026 10:00 - 10:30 JST
Conference Room III
  Paper

10:00 JST

Negotiating human agency and AI in disciplinary L2 writing: The teacher as discourse mentor
Friday October 23, 2026 10:00 - 10:30 JST
Conference Room I
This presentation explores the evolving identity of L2 writing teachers in AI-mediated English for Specific Purposes (ESP) contexts. Utilizing an AI-enhanced Multimodalities-Entextualization Cycle (MEC), I demonstrate how teachers transition into "discourse mentors." While AI scaffolds disciplinary genres, teachers maintain essential human agency through critical oversight, ethical responsibility,...
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Speakers
avatar for Huang-Yuan (Patrick) Hsiao

Huang-Yuan (Patrick) Hsiao

Graduate Student, Institute of Teaching English to Speakers of Other Languages , National Yang-Ming Chiao-Tung University, Taiwan
WI
Friday October 23, 2026 10:00 - 10:30 JST
Conference Room I
  Paper

10:00 JST

Promoting research in a second language: Chinese scholars’ promotional practices and perceptions in English research articles
Friday October 23, 2026 10:00 - 10:30 JST
Conference Room II
This study examines how Chinese scholars promote their research in English research articles by integrating corpus-based analysis and author interviews. It explores promotional practices across textual, socio-cognitive, and socio-cultural dimensions, offering insights into how Chinese scholars negotiate promotional demands in English academic publishing.
Speakers
XL
LD
Friday October 23, 2026 10:00 - 10:30 JST
Conference Room II
  Paper

10:00 JST

Navigating SLW program administration in the time of generative AI: A colloquium
Friday October 23, 2026 10:00 - 11:40 JST
International Conference Hall I
This colloquium examines SLW program administration in the time of generative artificial intelligence (GenAI). Addressing policy development, curriculum design, pedagogy, faculty support, and assessment, presenters explore challenges, opportunities, innovations, and principled responses for ethically integrating (or resisting) GenAI in SLW programs across diverse national contexts.
Speakers
avatar for Angela Hakim

Angela Hakim

Assistant Teaching Professor, Iowa State University
Angela Hakim is an Assistant Teaching Professor in the Department of English. She teaches courses in Academic English, ISU Foundation Communication, Advanced Communication, and the B.A. in Linguistics, including a course in sociolinguistics. Angela serves as the Director of Academic... Read More →
SP

Silvia Pessoa

Carnegie Mellon University Qatar

MP
TM

Thomas Mitchell

Associate Teaching Professor of English, Carnegie Mellon University Qatar
SZ
EE

Eman Elturki

Senior Lecturer, Department of English, University of Illinois Chicago
JM
TR

Todd Ruecker

Colorado State University

Friday October 23, 2026 10:00 - 11:40 JST
International Conference Hall I
  Colloquium

10:35 JST

AI-supported peer review and revision development in first-year EFL academic writing
Friday October 23, 2026 10:35 - 11:05 JST
Conference Room IV
This study examines how AI-supported peer review reshapes feedback practices and revision processes in first-year EFL writing. Using a mixed-methods classroom intervention, the study explores changes in feedback quality, revision uptake, and learner engagement, highlighting the role of AI in developing feedback literacy and academic writing.
Speakers
ML
MH
AB
JP
Friday October 23, 2026 10:35 - 11:05 JST
Conference Room IV
  Paper

10:35 JST

Balancing human input and technical rigor when developing a new writing rubric
Friday October 23, 2026 10:35 - 11:05 JST
Conference Room III
This paper reports on the development of a new rubric used to score two assessments for English learners in K-12 U.S. public schools. During development, researchers sought input from multiple groups, including educators and experienced trained raters, and concluded with an empirical validation study of the new rubric.
Speakers
HE
MC
TB
Friday October 23, 2026 10:35 - 11:05 JST
Conference Room III
  Paper

10:35 JST

Beyond compliance: GAI and the sociolinguistic ecology of academic knowledge production
Friday October 23, 2026 10:35 - 11:05 JST
Conference Room II
Large language models are transforming scholarly writing. In ERPP, debates on generative AI often emphasize compliance and individual responsibility. This presentation reconceptualizes AI ethics as distributed across scholars, institutions, and infrastructures within a global knowledge economy. It examines how AI reshapes academic legitimacy, multilingual scholars’ positioning, and the...
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Speakers
PH
Friday October 23, 2026 10:35 - 11:05 JST
Conference Room II
  Paper

10:35 JST

Rhetorical moves model of L2 student-authored IMRaD-style papers
Friday October 23, 2026 10:35 - 11:05 JST
Conference Room I
This study proposes a unified L2 model of rhetorical moves for IMRaD-style papers of novice writers. Previous studies addressed specific sections by expert writers. Our model is based on a Swalesian genre-based analysis of student-authored IMRaD papers, providing an accessible scaffolding for novice writers with teaching implications for EFL contexts.
Speakers
AT
AB
Friday October 23, 2026 10:35 - 11:05 JST
Conference Room I
  Paper

10:35 JST

Written corrective feedback, learner cognitive and emotional processing, and accuracy development in beginning EFL writing
Friday October 23, 2026 10:35 - 11:05 JST
International Conference Hall II
This classroom-based study examines whether comprehensive written corrective feedback improves accuracy in beginning adolescent EFL writing and whether cognitive and affective reactions predict improvement. Results show short-term gains and suggest that deeper cognitive engagement, especially reconstruction and transfer-oriented processing, is more strongly associated with progress than affective...
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Speakers
avatar for Wataru Suzuki

Wataru Suzuki

Associate Professor, Miyagi University of Education
Wataru Suzuki is an associate professor at Miyagi University of Education in Sendai, Japan. His research interests include cognitive and sociocultural second language (L2) acquisition, in particular, input, output, interaction, feedback and languaging. He publishes these topics widely... Read More →
KS
RS
Friday October 23, 2026 10:35 - 11:05 JST
International Conference Hall II
  Paper

11:10 JST

Depth of engagement in AI- and corpus-based revision: A process-oriented comparison in L2 writing
Friday October 23, 2026 11:10 - 11:40 JST
International Conference Hall II
This study compares AI-assisted and corpus-based revision in a first-year Japanese university writing course. Using engagement and uptake frameworks, it analyzes revision depth, metacognitive reflection, and longitudinal writing development. The study examines how different feedback modes shape the quality and durability of learner engagement in L2 writing.
Speakers
avatar for Yoshiho Satake

Yoshiho Satake

Professor, Aoyama Gakuin University
Friday October 23, 2026 11:10 - 11:40 JST
International Conference Hall II
  Paper

11:10 JST

Designing humane EFL writing pedagogy with AI: A liberating structures approach
Friday October 23, 2026 11:10 - 11:40 JST
Conference Room I
This abstract examines tensions in EFL freshmen writing classes as generative AI reshapes ideas of effort, authorship, and integrity. It proposes simple, participatory classroom structures that keep teacher humanity central, support students’ critical engagement with AI, and foster shared agency, dialogue, and ethical decision-making in academic writing.
Speakers
avatar for Yasmine Salah El-Din

Yasmine Salah El-Din

Senior Instructor II, American University in Cairo
Yasmine Salah El-Din has an MA in TEFL and a Ph. D. in Applied Linguistics. Her research interest include error corrective feedback, sociolinguistics, pragmatics and critical discourse analysis.
Friday October 23, 2026 11:10 - 11:40 JST
Conference Room I
  Paper

11:10 JST

Educational level as a missing lens: Revisiting genre in three traditions
Friday October 23, 2026 11:10 - 11:40 JST
Conference Room IV
Updating Hyon’s (1996) three traditions map, this scoping review synthesizes empirical genre based writing research from 1996 to 2025. Using layered coding of tradition and educational level, this study cross analyses disciplines, teaching designs, and datasets. Findings show tertiary dominance, RGS largely postsecondary, ESP strongly text analytic, and SFL primarily classroom based across...
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Speakers
AN

Akiko Nagao

Associate Professor / PhD candidate, Ryukoku Uviversity
Dr Akiko Nagao is a lecturer at the Department of Global Studies at Ryukoku University, Japan. Current research interests include L2 academic writing community, systemic functional linguistics (SFL), genre-based approach (GBA) classroom teaching, and effective writing assessment... Read More →
CL
HK
WX
AW
Friday October 23, 2026 11:10 - 11:40 JST
Conference Room IV
  Paper

11:10 JST

Understanding feedback researchers’ feedback beliefs and practices in second language writing: How does research inform practice?
Friday October 23, 2026 11:10 - 11:40 JST
Conference Room III
This qualitative case study examines four L2 writing feedback teacher-researchers, exploring how research shapes their feedback beliefs/practices, noting alignments/misalignments, and highlighting their role as research-practice bridges.
Speakers
SY
Friday October 23, 2026 11:10 - 11:40 JST
Conference Room III
  Paper

11:40 JST

Lunch
Friday October 23, 2026 11:40 - 12:45 JST
International Conference Hall II
Friday October 23, 2026 11:40 - 12:45 JST
International Conference Hall II
  Lunch

11:40 JST

Lunch
Friday October 23, 2026 11:40 - 12:45 JST
International Conference Hall III
Friday October 23, 2026 11:40 - 12:45 JST
International Conference Hall III
  Lunch

11:40 JST

Publishing in the Journal of Second Language Writing (Open Meeting)
Friday October 23, 2026 11:40 - 12:45 JST
International Conference Hall I
The JSLW Editorial Team will lead a discussion focusing on how to publish in the Journal of Second Language Writing.
Speakers
SM

Stephen M. Doolan

Professor, Texas A&M University - Corpus Christi

SY
GF
YZ
Sponsors
E
Friday October 23, 2026 11:40 - 12:45 JST
International Conference Hall I
  Sponsored Session, Open Meeting

12:45 JST

Academic writing for graduate students in Japan
Friday October 23, 2026 12:45 - 13:15 JST
International Conference Hall III
This presentation reports on a first-semester graduate L2 writing course in Japan, using survey and interview data to support a more flexible, student-centered approach that includes AI literacy. It addresses learner needs, anxiety, and agency, evaluates outcomes, and reflects on implications for context-sensitive, AI-supported graduate writing instruction.
Speakers
LM

Laura MacGregor

Professor, Gakushuin University
Friday October 23, 2026 12:45 - 13:15 JST
International Conference Hall III
  Paper

12:45 JST

CANCELLED: A comparative analysis of learner trust in AI and human corrective feedback in L2 Hebrew writing
Friday October 23, 2026 12:45 - 13:15 JST
Conference Room II
This study examines Arabic-speaking learners’ trust in AI versus human corrective feedback in L2 Hebrew writing. Findings reveal a functional–relational divide: while AI offers speed and psychological safety, human teachers provide essential relational scaffolding and semantic nuance, supporting a hybrid, human-centered model of AI-mediated writing instruction.
Speakers
EA
Friday October 23, 2026 12:45 - 13:15 JST
Conference Room II
  Paper

12:45 JST

Efficient yet deficient? Comparing human and ChatGPT formative feedback on source-based arguments
Friday October 23, 2026 12:45 - 13:15 JST
Conference Room I
This study investigates if ChatGPT 5.2 surpasses earlier AI limitations in offering formative feedback on source-based argumentation. Comparing human and AI feedback on 350 student essays, we evaluate the model’s accuracy and formative utility regarding thesis development to explore whether GenAI can provide actionable directions for academic revision.
Speakers
SC

Shireen Campbell

Professor of English and Educational Studies, Davidson College
avatar for Rebeca Fernandez

Rebeca Fernandez

Prof. of the Practice, Educational Studies, Davidson College


FH
KH

Katie Horowitz

Director of the Writing Program, Davidson College
Friday October 23, 2026 12:45 - 13:15 JST
Conference Room I
  Paper

12:45 JST

How L2 Chinese learners’ interaction with GenAI feedback reshapes teachers’ roles in writing instruction
Friday October 23, 2026 12:45 - 13:15 JST
Conference Room IV
This classroom-based study examines how intermediate L2 Chinese learners use ChatGPT feedback in writing revision and what this reveals about teachers’ roles in AI-supported writing. Preliminary findings show limited learner engagement, pedagogical limitations in AI feedback, and Chinese-specific constraints, highlighting teachers as essential mediators of AI use and writing development.
Speakers
JS
Friday October 23, 2026 12:45 - 13:15 JST
Conference Room IV
  Paper

12:45 JST

Multilingual creativity: Exploring issues of L2 creative writing in the age of AI
Friday October 23, 2026 12:45 - 13:15 JST
International Conference Hall II
This presentation aims to identify issues and challenges of teaching L2 creative writing in the age of AI. Two practitioners will reflect on their teaching practices in Japan and the United States and discuss multilingual students’ perspectives on the use of AI in creative writing tasks.
Speakers
AI

Atsushi Iida

Aoyama Gakuin University

BC
Friday October 23, 2026 12:45 - 13:15 JST
International Conference Hall II
  Paper

12:45 JST

The evolution of a design study: Critical GenAI in second language writing
Friday October 23, 2026 12:45 - 13:15 JST
Conference Room III
This design study traces a three-year, iterative implementation of critical GenAI literacy in second language writing programs. Moving from a short unit to an integrated curricular model, the study highlights evolving frameworks, instructor and student tensions, and the complex negotiations required to incorporate GenAI ethically and effectively at program level.
Speakers
NS
AR
Friday October 23, 2026 12:45 - 13:15 JST
Conference Room III
  Paper

12:45 JST

Writing with AI, teaching against bias: Linguistic justice and the peer & AI review + reflection (PAIRR) pedagogical model
Friday October 23, 2026 12:45 - 14:25 JST
International Conference Hall I
This session presents Peer & AI Review + Reflection (PAIRR), a multi-institutional model integrating peer review and AI-assisted feedback grounded in linguistic justice. Presenters share PAIRR’s tested AI feedback prompts, common rubric, AI literacy curriculum, and strategies for building linguistic justice while honoring multilingual students’ voices across.
Speakers
AS
avatar for Julie Gamberg

Julie Gamberg

DE Faculty Development Coordinator, Glendale College
Julie Gamberg is a full-time faculty member at Glendale College. She teaches English composition and humanities fully online. Julie is interested in all things pedagogy, OER, equity, and collaboration. At GCC, as the Distance Education Faculty Development Coordinator, she instituted... Read More →
SM
Friday October 23, 2026 12:45 - 14:25 JST
International Conference Hall I
  Colloquium

13:20 JST

“I could never write a poem like this in English”: AI-mediated literary writing practice
Friday October 23, 2026 13:20 - 13:50 JST
Conference Room I
Using an exploratory case study, this presentation examines how a bilingual adult engages in AI-mediated creative writing after reading a novel and discussing it with generative AI.
Speakers
JK

Jin Kyeong jung

Assistant Professor, Texas Tech University
Friday October 23, 2026 13:20 - 13:50 JST
Conference Room I
  Paper

13:20 JST

AI-embedded doctoral writing instruction: A longitudinal case study in an education faculty
Friday October 23, 2026 13:20 - 13:50 JST
International Conference Hall III
This longitudinal study traces how a research writing course for doctoral students at a Hong Kong university responded to AI over three semesters. Drawing on teaching materials and student reflections, it explores the instructor’s evolving pedagogical practices grounded in academic literacies and genre-based approaches, and students’ experiences of AI-influenced research writing.
Speakers
WZ
XL
Friday October 23, 2026 13:20 - 13:50 JST
International Conference Hall III
  Paper

13:20 JST

Appraisal resources across cars moves in research article introductions: A comparison of ESL graduate students and scholars
Friday October 23, 2026 13:20 - 13:50 JST
Conference Room II
Using genre analysis and the three subsystems of appraisal theory, this presentation compares how 20 ESL graduate students and 20 scholars incorporate and evaluate sources across different moves of the CARS model in research article introductions. The findings can help ESL writers develop a stronger authorial voice when writing introductions.
Speakers
JZ
Friday October 23, 2026 13:20 - 13:50 JST
Conference Room II
  Paper

13:20 JST

Engaging in dialogue during collaborative processing: The interplay among cognitive, social, and emotional engagement
Friday October 23, 2026 13:20 - 13:50 JST
Conference Room IV
This study reports on low-proficiency L2 writers’ collaborative processing of their teacher’s written corrective feedback. Preliminary results suggested a complex interplay among the cognitive, affective, and social dimensions of these learners’ collaborative engagement and the dynamic nature of their social engagement due to their different knowledge levels about the feedback.
Speakers
YC
HM

Hui-Tzu Min

Distinguished Professor, National Cheng Kung University
Friday October 23, 2026 13:20 - 13:50 JST
Conference Room IV
  Paper

13:20 JST

From “nativelike” to practical: Comparing human and AI reformulation as written feedback
Friday October 23, 2026 13:20 - 13:50 JST
International Conference Hall II
This study compares human and AI-generated reformulations as written feedback in L2 writing. Using corpus-based lexical analyses, it examines text length, lexical coverage, diversity, vocabulary novelty, and multiword unit usage. Results show that Bing reformulations most closely resemble human feedback, while ChatGPT and Claude produce more lexically complex outputs.
Speakers
SN
NS
Friday October 23, 2026 13:20 - 13:50 JST
International Conference Hall II
  Paper

13:20 JST

Patterns of human–AI interaction in L2 writing: A critical AI literacy perspective
Friday October 23, 2026 13:20 - 13:50 JST
Conference Room III
Critical AI literacy (CAIL), extending beyond AI literacy, empowers L2 writers to navigate ethical, cultural, and linguistic tensions inherent in human-AI interaction. This qualitative study of 12 Chinese EFL learners using ChatGPT explores CAIL enactment, influenced by proficiency and context, highlighting varied patterns and implications in AI-mediated writing.
Speakers
PL
Friday October 23, 2026 13:20 - 13:50 JST
Conference Room III
  Paper

13:55 JST

Harmonizing Dao and Shu: A collaborative autoethnography of two EFL writing teachers’ expertise development in GenAI-mediated writing
Friday October 23, 2026 13:55 - 14:25 JST
Conference Room IV
This year-long collaborative autoethnography explores how two EFL writing teachers develops adaptive expertise in GenAI-mediated writing. Data analysis shows that expertise emerges through harmonizing epistemological-ethical orientations with the adaptive, situated pedagogical innovation. Its development is shaped by teachers’ open-mindedness toward GenAI, teacher resilience, social...
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Speakers
MZ
FL
Friday October 23, 2026 13:55 - 14:25 JST
Conference Room IV
  Paper

13:55 JST

More than red ink: Dynamic written corrective feedback in a Japanese EFL classroom
Friday October 23, 2026 13:55 - 14:25 JST
International Conference Hall II
Dynamic Written Corrective Feedback (DWCF) remains underexplored in foreign language contexts. This quasi-experimental study examines its effects on first-year Japanese university EFL students’ accuracy, fluency, and complexity. Results show significant gains in accuracy and fluency, with increased clausal complexity, suggesting context-specific developmental patterns in foreign language writing...
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Speakers
KM
GE
Friday October 23, 2026 13:55 - 14:25 JST
International Conference Hall II
  Paper

13:55 JST

Reimagining disciplinary writing in EMI science classrooms: A genre-based, technology-integrated approach
Friday October 23, 2026 13:55 - 14:25 JST
Conference Room I
This study examines a genre-based, technology-integrated pedagogy for supporting scientific writing in EMI secondary classrooms in Hong Kong. The intervention improved students’ genre awareness, writing quality, and confidence. The study highlights the role of teachers as mediators of disciplinary meaning-making in technology-supported writing environments.
Speakers
JP
Friday October 23, 2026 13:55 - 14:25 JST
Conference Room I
  Paper

13:55 JST

The role of AI-assisted learning in academic writing: A mixed-methods study on Chinese as a second language students
Friday October 23, 2026 13:55 - 14:25 JST
Conference Room II
This mixed-methods study examines the role of artificial intelligence (AI)-assisted learning in academic writing for Chinese as a Second Language (CSL) students in a Chinese university context. Writing samples from fifty international students were evaluated using established scoring rubrics for Chinese academic writing.
Speakers
YG
Friday October 23, 2026 13:55 - 14:25 JST
Conference Room II
  Paper

13:55 JST

Tracing AI-mediated autonomy and dependence in graduate L2 summary writing
Friday October 23, 2026 13:55 - 14:25 JST
Conference Room III
This study examines how graduate EFL students’ AI-mediated autonomy and AI dependence develop across three summary-writing tasks. Using questionnaires, AI interaction logs, and student texts, it explores changes in AI use and identifies trajectories suggesting increasing autonomy, persistent dependence, or mixed patterns.
Speakers
OL
Friday October 23, 2026 13:55 - 14:25 JST
Conference Room III
  Paper

14:25 JST

Coffee Break
Friday October 23, 2026 14:25 - 14:55 JST
International Conference Hall III
Friday October 23, 2026 14:25 - 14:55 JST
International Conference Hall III
  Coffee Break, Open Meeting

14:55 JST

AI as feedback in the ecology of multilingual writing: Enacting genre awareness in an AI-mediated classroom
Friday October 23, 2026 14:55 - 15:25 JST
Conference Room III
This study examines how multilingual undergraduate writers enact genre awareness when engaging with AI-generated feedback in a genre-based writing course. Drawing on ecological and sociocultural perspectives, it analyzes uptake decisions and justificatory discourse to show how genre awareness mediates writers’ regulation of AI suggestions in socially situated writing contexts.
Speakers
CW
Friday October 23, 2026 14:55 - 15:25 JST
Conference Room III
  Paper

14:55 JST

Enhancing L2 writers’ prompt literacy: Effects of a structured prompt-writing instruction in a GAI-supported classroom
Friday October 23, 2026 14:55 - 15:25 JST
Conference Room I
This study investigated a six-week prompt-writing instruction to enhance L2 writers’ prompt literacy in a GAI-supported classroom. Using a mixed method approach, results suggested improvement in prompt development, strategic GAI interaction and incorporation, and revision practices, demonstrating the effectiveness of structured pedagogical framework in fostering prompt literacy and improving...
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Speakers
ML

Mei-Hung Lin

Taipei Medical University
Friday October 23, 2026 14:55 - 15:25 JST
Conference Room I
  Paper

14:55 JST

From beliefs to enacted practices: University language teachers’ assessment of multimodal composing in second language classrooms
Friday October 23, 2026 14:55 - 15:25 JST
Conference Room II
This study examines how university language teachers in Taiwan assess multimodal composing in second language classrooms. Using a qualitative multiple-case approach, it explores teachers’ assessment literacy, evaluative criteria, and decision-making, including responses to AI-mediated composing, with the aim of informing more sustainable multimodal assessment practices.
Speakers
YF
Friday October 23, 2026 14:55 - 15:25 JST
Conference Room II
  Paper

14:55 JST

Keeping writing human: Assignment redesign in first-year writing
Friday October 23, 2026 14:55 - 15:25 JST
International Conference Hall II
This presentation examines how a first-year writing program redesigned analytical synthesis and case analysis assignments in response to AI-mediated writing environments. By emphasizing discernment, oral outline defense, and process-based assessment, the redesign shifts evaluation from textual products to students’ reasoning, judgment, and accountability in academic writing.
Speakers
SP

Silvia Pessoa

Carnegie Mellon University Qatar

MP
TM

Thomas Mitchell

Associate Teaching Professor of English, Carnegie Mellon University Qatar
Friday October 23, 2026 14:55 - 15:25 JST
International Conference Hall II
  Paper

14:55 JST

Reconfiguring teacher-writer-AI relationships through prompt literacy in L2 revision
Friday October 23, 2026 14:55 - 15:25 JST
International Conference Hall III
This study examines how Korean EFL students craft prompts for AI feedback and how teacher guidance shapes evaluative labor in revision. Thematic analysis identified three prompt foci and recurring construction gaps. Findings show that teacher-guided prompt design functions as relational scaffolding in human-centered AI-mediated L2 writing revision.
Speakers
avatar for Claudia Sangmi Yun

Claudia Sangmi Yun

Faculty, Kangwon National University
I’m a university English educator and researcher in South Korea who is fascinated by what happens when language learners, teachers, and AI meet in the classroom. My current work explores AI-mediated L2 writing, prompt literacy, and how learners can move from simply "using AI" to... Read More →
HY
Friday October 23, 2026 14:55 - 15:25 JST
International Conference Hall III
  Paper

14:55 JST

Writing as a human witness: Life narrative and somatic resilience in the age of AI
Friday October 23, 2026 14:55 - 15:25 JST
Conference Room IV
Drawing from fifty years of hand-written bilingual journals and a memoir translated into four languages, Guy Giard argues that life writing is a pedagogical practice preserving human presence in the classroom. While AI generates fluent text, it cannot replicate the lived experience, embodied memory, or ethical weight of personal testimony.
Speakers
avatar for Guy Giard

Guy Giard

Author of "Love's Healing Journey" CHP, Speaker, Coach, 3 Pillars of HAPPINESS
Guy Giard is a typical Renaissance man. Born in French speaking province of Quebec, Canada, he has lived many years in Europe and travelled on three continents. Completing university degrees in visual arts he unveiled his first public sculpture by the age of twenty, followed by a... Read More →
Friday October 23, 2026 14:55 - 15:25 JST
Conference Room IV
  Paper

14:55 JST

Entanglements of multilingual writing
Friday October 23, 2026 14:55 - 16:35 JST
International Conference Hall I
This panel explores entanglement as an onto-epistemological reorientation for L2/multilingual writing, demonstrated through analyses of diverse material and digital sites, both in the classroom and beyond.
Speakers
AT
DK
YM
IJ
JL
JL

Jung-Hsien Lin

University of California, Irvine
Friday October 23, 2026 14:55 - 16:35 JST
International Conference Hall I
  Colloquium

15:30 JST

Co-constructing academic collocational competence in academic writing through corpus consultation and AI-mediated interaction
Friday October 23, 2026 15:30 - 16:00 JST
International Conference Hall II
This study examines whether combining corpus consultation with guided ChatGPT interaction enhances learners’ academic collocational competence and use in writing. Conducted with 16 Vietnamese English majors, it employed a pre-,while-, and post-intervention design within an academic writing course at a public university.
Speakers
TT
PC
Friday October 23, 2026 15:30 - 16:00 JST
International Conference Hall II
  Paper

15:30 JST

Exploring teachers’ human role in AI-assisted second language writing classroom: A process writing perspective
Friday October 23, 2026 15:30 - 16:00 JST
International Conference Hall III
This mixed-methods study examines how EFL students in Argumentative Writing classes, where GenAI use is permitted, perceive teacher support across pre-writing, drafting, and revising stages. Surveys (M = 2.75/4) show that teacher scaffolding remains valued, especially during drafting and revision. Interviews will uncover how students balance teacher guidance with ChatGPT.
Speakers
CG
avatar for Bambang Yudi Cahyono
Friday October 23, 2026 15:30 - 16:00 JST
International Conference Hall III
  Paper

15:30 JST

Helping an EFL writer develop a voice through poetic inquiry: A case study
Friday October 23, 2026 15:30 - 16:00 JST
Conference Room IV
This qualitative case study examines how poetry writing supports the development of L2 writer voice in a Japanese undergraduate EFL context. Analysis of a student’s poems and interview data shows how expressive writing fostered identity reflection, emotional engagement, and ownership of English, highlighting the human dimensions of L2 writing instruction in the age of AI.
Speakers
avatar for Wakana Nobeyama

Wakana Nobeyama

The University of British Columbia
Multimodal identity texts for immigrant background students in Japan/CanadaL2 expressive writing/ creative writing / affective writing
Friday October 23, 2026 15:30 - 16:00 JST
Conference Room IV
  Paper

15:30 JST

Prompted humanity: What AI prompting reveals about genre knowledge and pedagogical labour in EAP
Friday October 23, 2026 15:30 - 16:00 JST
Conference Room I
This paper examines how AI prompting practices construct “human-like” writing by invoking roles such as editors, researchers, and tutors. Drawing on the concepts of prompted humanity and repackaged pedagogical labour, the paper explores how these practices reproduce elements of EAP teachers’ pedagogical labour and considers how prompting discourse may inform genre awareness and pedagogy in...
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Speakers
DA
Friday October 23, 2026 15:30 - 16:00 JST
Conference Room I
  Paper

15:30 JST

Teacher agency or the lack thereof? Examining the intersection of teaching-related GenAI use and ESL graduate teacher agency
Friday October 23, 2026 15:30 - 16:00 JST
Conference Room III
This presentation examines how an ESL graduate teaching assistant Zahra enacted her agency through the critical use of generative artificial intelligence (GenAI) in teaching freshman composition at a U.S. university. The presentation draws on longitudinal data collected from the first year of Zahra’s graduate study and examines three teaching-related critical incidents in which GenAI use played...
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Speakers
XT
Friday October 23, 2026 15:30 - 16:00 JST
Conference Room III
  Paper

15:30 JST

Translanguaging with generative AI: Teacher and student perspectives in multilingual writing classrooms
Friday October 23, 2026 15:30 - 16:00 JST
Conference Room II
This mixed-methods study examines how secondary teachers and multilingual students use generative AI across Hebrew, Arabic, and English in the EFL classroom. It explores translanguaging practices in AI-supported writing and investigates teacher and student perceptions of its benefits and limitations, highlighting how to sustain human-centered pedagogy and support home languages.
Speakers
AJ
avatar for Tzipora Rakedzon

Tzipora Rakedzon

Assistant Professor, Technion
I am an Assistant Professor, Head of the Language & Communication Lab, and former Head of the Academic Writing Program and Vice Dean at the Department of Humanities & Arts, Technion. My research focuses on digital and AI-based pedagogies, particularly the integration of AI in STEM... Read More →
Friday October 23, 2026 15:30 - 16:00 JST
Conference Room II
  Paper

16:05 JST

Bridging disciplinary gaps: Corpus-based genre analysis in academic writing instruction
Friday October 23, 2026 16:05 - 16:35 JST
Conference Room II
This study integrates corpus-based genre analysis into a graduate EAP writing course to enhance students’ disciplinary research writing. Findings show that the approach improved rhetorical awareness, organization, and confidence, offering a practical, discipline-sensitive framework for supporting advanced academic writing and strengthening students’ understanding of disciplinary conventions.
Speakers
CC
Friday October 23, 2026 16:05 - 16:35 JST
Conference Room II
  Paper

16:05 JST

Effects of machine translation-integrated pedagogy on the quality of second language writing
Friday October 23, 2026 16:05 - 16:35 JST
International Conference Hall II
This study found that an MT-integrated writing intervention, incorporating pre-editing, post-editing, and back-translation, significantly improved Japanese university EFL students’ writing quality. After approximately two months, participants scored higher in vocabulary, grammar and syntax, organization and development, and task fulfillment, indicating gains in both local and global dimensions...
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Speakers
MN
Friday October 23, 2026 16:05 - 16:35 JST
International Conference Hall II
  Paper

16:05 JST

Engaging with dual feedback: L2 writers’ responses to simultaneous teacher and AWE Input
Friday October 23, 2026 16:05 - 16:35 JST
Conference Room I
This study investigates how L2 writers engage with simultaneous teacher and automated writing evaluation (AWE) feedback on the same draft. Using think-aloud protocols, revision analysis, surveys, and interviews, it examines behavioral, cognitive, and affective engagement, highlighting how learners negotiate trust, authority, and feedback completeness in dual-feedback environments.
Speakers
NS

Nihan Sanic

Arizona State University

Friday October 23, 2026 16:05 - 16:35 JST
Conference Room I
  Paper

16:05 JST

Exploring EFL teachers’ technological pedagogical content knowledge (TPACK) in GenAI-mediated writing instruction: A Chinese study
Friday October 23, 2026 16:05 - 16:35 JST
Conference Room IV
Using a lesson study approach, the study explores how two novice EFL teachers developed and applied Technological Pedagogical Content Knowledge (TPACK) through GenAI-mediated writing instruction. The study sheds light on the interplay between GenAI and teachers’ evolving TPACK as they integrate technological, pedagogical, and content knowledge through iterative cycles of planning, enactment, and...
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Speakers
RY
KW
Friday October 23, 2026 16:05 - 16:35 JST
Conference Room IV
  Paper

16:05 JST

Linguistic prejudice toward GenAI-style in EAL writing
Friday October 23, 2026 16:05 - 16:35 JST
International Conference Hall III
This case study explores how four first-year EAL students experienced linguistic prejudice toward “GenAI-style” writing. Findings show polished writing was often viewed suspiciously, promoting disclosure management, stylistic re-voicing, and epistemic vigilance. The study advocates inclusive pedagogy that treats GenAI-style as a learnable resource while supporting ethical use, agency, and...
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Speakers
YS

Yachao Sun

Assistant Professor, Duke Kunshan University
WL
Friday October 23, 2026 16:05 - 16:35 JST
International Conference Hall III
  Paper

16:05 JST

Using AI to enhance student-tacher dialogue in L2 writing classes
Friday October 23, 2026 16:05 - 16:35 JST
Conference Room III
This presentation offers an in-depth tour of a new AI-powered teaching application developed in The College called VibeCheck. The presenters will describe the problem that informed the application’s development, demonstrate how the application’s design addressed this problem, provide success stories from the initial rounds of BETA testing, and project how the application’s infrastructure...
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Speakers
KJ
Friday October 23, 2026 16:05 - 16:35 JST
Conference Room III
  Paper

16:45 JST

Opening Ceremony
Friday October 23, 2026 16:45 - 17:00 JST
Centennial Hall
Friday October 23, 2026 16:45 - 17:00 JST
Centennial Hall
  Opening Ceremony, Open Meeting

17:00 JST

Reframing humanity in L2 writing education: Teachers and learners in the age of AI
Friday October 23, 2026 17:00 - 18:00 JST
Centennial Hall
The theme of SSLW 2026 invites us to reconsider what it means to teach writing as artificial intelligence (AI) transforms writing practices. In this talk, I explore the humanity of L2 writing education from two perspectives: learners and teachers. Sustaining this humanity requires recognizing learners as whole persons whose development is shaped by multilingual resources and social contexts, while...
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Speakers
avatar for Miyuki Sasaki

Miyuki Sasaki

Professor, Waseda University
Friday October 23, 2026 17:00 - 18:00 JST
Centennial Hall
  Opening Plenary

18:00 JST

Opening Reception
Friday October 23, 2026 18:00 - 20:00 JST
International Conference Hall III
Friday October 23, 2026 18:00 - 20:00 JST
International Conference Hall III
  Opening Reception, Open Meeting

18:00 JST

Opening Reception
Friday October 23, 2026 18:00 - 20:00 JST
International Conference Hall I
Friday October 23, 2026 18:00 - 20:00 JST
International Conference Hall I
  Opening Reception, Open Meeting

18:00 JST

Opening Reception
Friday October 23, 2026 18:00 - 20:00 JST
International Conference Hall II
Friday October 23, 2026 18:00 - 20:00 JST
International Conference Hall II
  Opening Reception, Open Meeting
 
Saturday, October 24
 

09:00 JST

Registration and Check In
Saturday October 24, 2026 09:00 - 17:00 JST
2nd Floor Lobby
Saturday October 24, 2026 09:00 - 17:00 JST
2nd Floor Lobby
  Registration and Check In

09:30 JST

From passive reliance to critical use: Peer interaction and engagement in MT-assisted L2 writing
Saturday October 24, 2026 09:30 - 10:00 JST
Conference Room IV
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...
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Speakers
MY
Saturday October 24, 2026 09:30 - 10:00 JST
Conference Room IV
  Paper

09:30 JST

Investigating L2 writers’ engagement with a customised GPT for pre-task planning
Saturday October 24, 2026 09:30 - 10:00 JST
International Conference Hall III
This talk presents findings on comparing how 14 ESL writers cognitively, behaviourally, and affectively engage with a customised GPT versus the standard GPT in argumentative writing planning. This study goes beyond exploring learners’ uses of GenAI and offers empirical insights on designing GenAI for specialised writing instruction and assessment purposes.
Speakers
CX
XW
Saturday October 24, 2026 09:30 - 10:00 JST
International Conference Hall III
  Paper

09:30 JST

Japanese undergraduates’ perceptions of feedback in academic English writing: Balancing human- and AI-mediated approaches
Saturday October 24, 2026 09:30 - 10:00 JST
International Conference Hall II
Learners’ perceptions of feedback on writing are increasingly important, as Japanese universities incorporate more English-language curricula to deliver academic content. Using Rasch and Bayesian analyses of survey data from undergraduates (N = 247), this study explores learner views about AI-mediated feedback, underscoring the enduring importance of humans in evolving technological landscapes.
Speakers
JR
CL
JD
Saturday October 24, 2026 09:30 - 10:00 JST
International Conference Hall II
  Paper

09:30 JST

L2 french writers’ motivations and perceptions toward GenAI-enhanced writing from a self-determination perspective: Examination across AI tools, proficiency levels, and course grades
Saturday October 24, 2026 09:30 - 10:00 JST
Conference Room III
This mixed-methods study systematically investigated university students’ motivations and perceptions of GenAI-enhanced L2 French writing. Results indicated high motivation, with significantly higher autonomy and competence than relatedness, and positive perceptions across different French proficiency and writing grades. Findings highlight critical digital literacy and community-focused...
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Speakers
JS
MT
Saturday October 24, 2026 09:30 - 10:00 JST
Conference Room III
  Paper

09:30 JST

Negotiating identity and authority in AI-mediated L2 academic writing: Translanguaging and transpositioning
Saturday October 24, 2026 09:30 - 10:00 JST
Conference Room I
Recent advances in generative AI have transformed L2 academic writing practices. However, limited research has examined how L2 writers negotiate identity and authority when composing with AI. This study explores L2 students’ translanguaging and transpositioning in AI-mediated writing through semi-structured interviews and reflective papers, highlighting how writers strategically engage with AI...
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Speakers
BC
Saturday October 24, 2026 09:30 - 10:00 JST
Conference Room I
  Paper

09:30 JST

Reconfiguring teacher expertise in AI-mediated L2 writing: Insights from manga-based writing
Saturday October 24, 2026 09:30 - 10:00 JST
International Conference Hall I
This study reexamines the professional role of L2 writing instructors in the age of generative AI. Through collaborative manga-based writing, it investigates how authority and responsibility are redistributed among learners, teachers, and AI systems, proposing that ethical accountability represents a core dimension of teacher expertise.
Speakers
avatar for Takako Yasuta

Takako Yasuta

Professor, Fukushima Medical University
Saturday October 24, 2026 09:30 - 10:00 JST
International Conference Hall I
  Paper

09:30 JST

Scaffolding, creativity, and the human dimensions of L2 writing pedagogy
Saturday October 24, 2026 09:30 - 10:00 JST
Conference Room II
As AI continues to develop, teachers of second language writing continue to struggle with its many impacts. This presentation combines teacher interview data with student reflective journal data, both collected in 2020 and 2025, to better understand this developing reality, identifying the fostering of student creativity as a potential solution.
Speakers
OK
SH
Saturday October 24, 2026 09:30 - 10:00 JST
Conference Room II
  Paper

09:30 JST

Remaining human in AI-shaped writing education: Writing teacher expertise, judgment, and care in higher education contexts
Saturday October 24, 2026 09:30 - 11:45 JST
Centennial Hall
Recent developments in artificial intelligence (AI) have profoundly reshaped the environments in which second language (L2) writing is taught and learned. AI-mediated tools are now routinely involved in writing processes, feedback practices, assessment, and instructional design, creating new possibilities as well as new tensions for writing teachers. Much of the emerging discussion has focused on...
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Speakers
MF

Mayumi Fujioka

Professor, Osaka Metropolitan University
CB
avatar for Ryuichi Sato

Ryuichi Sato

Program Specific Senior Lecturer, Kyoto University
Ryuichi Sato is a Program-Specific Senior Lecturer at the Institute for Liberal Arts and Sciences at Kyoto University. His research centers on English writing within the context of foreign language education, examining it through the diverse perspectives of sociology, ecology, and... Read More →
MK

Madoka Kawano

Professor, Meiji University
NS

Naoya Shibata

Osaka Kyoiku University
Saturday October 24, 2026 09:30 - 11:45 JST
Centennial Hall
  Invited Colloquium

10:05 JST

A racial methodology of GTA training in mainstream and multilingual contexts
Saturday October 24, 2026 10:05 - 10:35 JST
Conference Room I
This presentation explores how Graduate Teaching Assistants (GTAs) perceive and enact antiracist pedagogies across “mainstream” and “multilingual” first-year composition sections in a U.S. writing program. Framing this inquiry through racial methodology (Inoue, 2012), the study investigates how GTAs’ unique positionalities, educational experiences, and prior knowledge influence their...
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Speakers
SL

Stephanie Leow

Arizona State Univeristy
Saturday October 24, 2026 10:05 - 10:35 JST
Conference Room I
  Paper

10:05 JST

Agency for international students in L2 writing: AI as rehearsal space for voice
Saturday October 24, 2026 10:05 - 10:35 JST
International Conference Hall II
This paper investigates how international students use generative AI while composing in English to negotiate voice and agency. Drawing on qualitative case data, it argues that AI can function as a low stakes rehearsal space for multilingual writers when classroom conditions support critical evaluation, authorial control, and rhetorical decision making.
Speakers
AE
Saturday October 24, 2026 10:05 - 10:35 JST
International Conference Hall II
  Paper

10:05 JST

AI-assisted metacognitive awareness building for academic writing in a flipped classroom
Saturday October 24, 2026 10:05 - 10:35 JST
Conference Room IV
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.
Speakers
HJ
Saturday October 24, 2026 10:05 - 10:35 JST
Conference Room IV
  Paper

10:05 JST

Classroom writing assessment in Singapore schools: Teachers’ beliefs, practices, and the role of technology (including AI)
Saturday October 24, 2026 10:05 - 10:35 JST
Conference Room III
This study examines Singapore English teachers’ beliefs and practices in classroom writing assessment and the role of technology, including AI. Based on questionnaire responses from 76 teachers, findings show a hierarchy of strong formative assessment beliefs, moderate implementation, and low technology use, revealing gaps between assessment beliefs, classroom practices, and technology...
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Speakers
RX
IL
Saturday October 24, 2026 10:05 - 10:35 JST
Conference Room III
  Paper

10:05 JST

EFL undergraduate students’ cross-genre awareness and recontextualization in dual-writing spaces
Saturday October 24, 2026 10:05 - 10:35 JST
International Conference Hall I
This study investigates EFL undergraduates’ recontextualization of genre knowledge and cross-genre awareness in dual-writing spaces that integrate academic and personalized genre production within a single course. Findings reveal multi-level recontextualization and cross-genre awareness emerging at different levels of comparison, highlighting the pedagogical value of structured movement across...
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Speakers
avatar for Naoko Mochizuki

Naoko Mochizuki

Kanda University of International Studies
Saturday October 24, 2026 10:05 - 10:35 JST
International Conference Hall I
  Paper

10:05 JST

Human-AI synergy in postgraduate L2 academic writing: Cognitive-attitudinal dynamics and teachers’ irreplaceable humanity
Saturday October 24, 2026 10:05 - 10:35 JST
Conference Room II
This study synthesizes 20 empirical studies using a mixed-methods approach to explore postgraduates’ cognitive sensemaking processes and three-dimensional attitudes in ChatGPT-assisted L2 academic writing. It clarifies the conditional effectiveness of AI and highlights the irreplaceable humanistic value of teachers, aligning with the core theme of SSLW2026.
Speakers
LC
Saturday October 24, 2026 10:05 - 10:35 JST
Conference Room II
  Paper

10:05 JST

Keeping AI-supported L2 writing human: Teacher agency, AI-mediated revision, and intercultural audience in a POSTECH–NUS project
Saturday October 24, 2026 10:05 - 10:35 JST
International Conference Hall III
This presentation examines a POSTECH–NUS L2 writing project in which AI-supported revision, intercultural dialogue, and teacher-designed reflection were integrated into news-based writing. By requiring visible drafts, revised versions, and learning statements, the course framed AI as a tool for revision while preserving human judgment, audience awareness, and explicit pedagogical accountability.
Speakers
SK
Saturday October 24, 2026 10:05 - 10:35 JST
International Conference Hall III
  Paper

10:40 JST

Dissertating as an SLW: A study on human-machine-language ecologies
Saturday October 24, 2026 10:40 - 11:10 JST
Conference Room II
This presentation reports on a qualitative study demonstrating how students at a Japanese university used AI-powered technologies for writing in their everyday lives. It also uncovers how the L2 researcher who conducted the study relied on translanguaging and networks of humans and technologies to make this research happen.
Speakers
AW
Saturday October 24, 2026 10:40 - 11:10 JST
Conference Room II
  Paper

10:40 JST

Exploring Chinese undergraduates’ emotional experiences as dual-role participants in L2 writing peer feedback
Saturday October 24, 2026 10:40 - 11:10 JST
Conference Room IV
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.
Speakers
WZ
YZ
Saturday October 24, 2026 10:40 - 11:10 JST
Conference Room IV
  Paper

10:40 JST

L1 and L2 Japanese writers’ agency in AI-supported writing: Responses to ChatGPT feedback
Saturday October 24, 2026 10:40 - 11:10 JST
Conference Room I
This study investigates how college-age L1 and L2 Japanese writers evaluate, adopt, or reject ChatGPT-generated feedback in their writing process from the perspective of learner agency, and how their decision-making, contingent on various conditions, shapes their writing. Through qualitative data analysis, we aim to provide insights into these processes.
Speakers
YO
Saturday October 24, 2026 10:40 - 11:10 JST
Conference Room I
  Paper

10:40 JST

Students’ use of GenAI tools in digitally mediated research writing
Saturday October 24, 2026 10:40 - 11:10 JST
International Conference Hall III
This study examines how multilingual undergraduates conduct research writing across interconnected digital tools and platforms and use GenAI tools in these processes. Screen recordings of 20 students completing a source-based writing task show frequent cross-platform movement and layered tool use and substantial integration of GenAI tools in the recursive processes. Findings highlight the impact...
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Speakers
JL

Jinrong Li

Georgia Southern University
KO
JD
Saturday October 24, 2026 10:40 - 11:10 JST
International Conference Hall III
  Paper

10:40 JST

The effects of task complexity on young learners’ second language writing performance (CAF): Mediating roles of writing motivation and writing anxiety
Saturday October 24, 2026 10:40 - 11:10 JST
International Conference Hall I
This longitudinal mixed-methods study examines how task complexity affects Chinese primary school students’ L2 narrative writing performance (CAF) and investigates the mediating roles of writing motivation and anxiety. This research offers evidence-based insights for pedagogical practices in L2 writing task design, particularly for elementary-level L2 writing instruction.
Speakers
JG
SL
Saturday October 24, 2026 10:40 - 11:10 JST
International Conference Hall I
  Paper

10:40 JST

Understanding the side effects of teacher feedback in second language writing
Saturday October 24, 2026 10:40 - 11:10 JST
Conference Room III
In this presentation, I examine the side effects of teacher feedback in L2 writing. A synthesis of literature reveals that feedback may negatively impact students’ writing quality and feedback engagement, while leading to teachers’ stress and burnout. Based on these findings, implications for feedback practices and further investigation are proposed.
Speakers
ZM
Saturday October 24, 2026 10:40 - 11:10 JST
Conference Room III
  Paper

10:40 JST

What happens after the conference: Tracing and following feedback into L2 student revisions
Saturday October 24, 2026 10:40 - 11:10 JST
International Conference Hall II
Building on earlier related conference research, this study examines how oral feedback shapes L2 revision beyond negotiated episodes. Using conference recordings, draft analyses, and interviews, it identifies how teachers select feedback, how students negotiate and apply it, and what these processes reveal about feedback uptake in contemporary, multi-sourced feedback contexts.
Speakers
HP
GE
Saturday October 24, 2026 10:40 - 11:10 JST
International Conference Hall II
  Paper

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
Saturday October 24, 2026 11:15 - 11:45 JST
Conference Room IV
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.
Speakers
SC
Saturday October 24, 2026 11:15 - 11:45 JST
Conference Room IV
  Paper

11:15 JST

Digital tools and the power of peer interaction in the L2 writing classroom
Saturday October 24, 2026 11:15 - 11:45 JST
Conference Room I
This presentation will expand on previous research into how digital tools - a daily planner and a progress spreadsheet - can be used to encourage collaboration and communication among L2 learners in university academic writing classes. Results of the study suggest that these tools can help increase learner collaboration, autonomy, and motivation.
Speakers
MJ
TB

Tiffani Blatchford

Kanda University of International Studies
IT

I-Ting Tsai

Kanda University of International Studies

Saturday October 24, 2026 11:15 - 11:45 JST
Conference Room I
  Paper

11:15 JST

Exploring university students’ feedback literacy and revision behavior in generative AI-mediated L2 writing: An explanatory sequential mixed methods study
Saturday October 24, 2026 11:15 - 11:45 JST
International Conference Hall II
Generative AI can provide personalized feedback that helps learners improve their writing. However, the effectiveness of such feedback depends on students’ feedback literacy. This study investigates university students’ feedback literacy in generative AI-mediated L2 writing using an explanatory sequential mixed-methods design combining survey and stimulated recall data.
Speakers
KO
avatar for Yutaka Ishii

Yutaka Ishii

Associate Professor, Chiba University
Saturday October 24, 2026 11:15 - 11:45 JST
International Conference Hall II
  Paper

11:15 JST

From personal experience to academic voice: Using 3MT as a genre bridge in a multilingual L2 writing classroom
Saturday October 24, 2026 11:15 - 11:45 JST
International Conference Hall I
This classroom-based study examines how the Three Minute Thesis (3MT) format can bridge personal experience and academic writing in a multilingual university course. Analysis of student reflections, abstracts, and presentations shows that 3MT helped students clarify ideas, develop audience awareness, and connect personal perspectives with academic communication through rhetorical compression and...
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Speakers
JO
MU
avatar for Naomi Fujishima

Naomi Fujishima

Specially Appointed Professor, Kawasaki Medical School
Saturday October 24, 2026 11:15 - 11:45 JST
International Conference Hall I
  Paper

11:15 JST

Human and AI judgment in TOEFL writing instruction: Teachers negotiating authority, identity and accountability
Saturday October 24, 2026 11:15 - 11:45 JST
Conference Room III
This qualitative multiple-case study examines how GenAI tools reshape TOEFL writing teachers’ professional authority in high-stakes test-preparation contexts in China. Drawing on epistemic cognition, teacher professional identity, and accountability, it suggests that GenAI redistributes authority as teachers negotiate expertise and responsibility when interpreting algorithmic feedback and...
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Speakers
XS
WW
Saturday October 24, 2026 11:15 - 11:45 JST
Conference Room III
  Paper

11:15 JST

Human-centered AI literacy in graduate writing education: Reclaiming the humanity of writing teachers in the age of AI
Saturday October 24, 2026 11:15 - 11:45 JST
Conference Room II
This study examines a human centered AI literacy curriculum implemented in graduate education and its implications for second language writing teacher preparation. Findings show that dialogic engagement with AI supports ethical reasoning, teacher agency, and culturally responsive pedagogy, helping future educators integrate AI while preserving human judgment, relational teaching, and linguistic...
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Speakers
NS
AR
Saturday October 24, 2026 11:15 - 11:45 JST
Conference Room II
  Paper

11:15 JST

Negotiating academic writing across disciplines in an international liberal arts graduate program: Student and faculty perspectives
Saturday October 24, 2026 11:15 - 11:45 JST
International Conference Hall III
This study examines academic writing in a graduate program in Japan through genre theory, EAP, and academic literacies. Drawing on student surveys, faculty interviews, and student work, it explores how writing conventions are negotiated across health, social sciences, and humanities, highlighting shared norms, expectations, hybridity, boundary crossing, and pedagogical implications.
Speakers
JI

Junko Imai

Juntendo University
Saturday October 24, 2026 11:15 - 11:45 JST
International Conference Hall III
  Paper

11:45 JST

JSLW Editorial Advisory Board Meeting (Closed Meeting)
Saturday October 24, 2026 11:45 - 12:45 JST
Conference Room IV
This is a closed meeting (by invitation only)
Moderators
SM

Stephen M. Doolan

Professor, Texas A&M University - Corpus Christi

Saturday October 24, 2026 11:45 - 12:45 JST
Conference Room IV
  JSLW EAB Meeting, Closed Meeting

11:45 JST

Lunch
Saturday October 24, 2026 11:45 - 12:45 JST
International Conference Hall II
Saturday October 24, 2026 11:45 - 12:45 JST
International Conference Hall II
  Lunch

11:45 JST

Lunch
Saturday October 24, 2026 11:45 - 12:45 JST
International Conference Hall I
Saturday October 24, 2026 11:45 - 12:45 JST
International Conference Hall I
  Lunch

11:45 JST

Lunch
Saturday October 24, 2026 11:45 - 12:45 JST
International Conference Hall III
Saturday October 24, 2026 11:45 - 12:45 JST
International Conference Hall III
  Lunch

12:45 JST

Audience effects in languaging: Replication with the English passive and two written languaging opportunities
Saturday October 24, 2026 12:45 - 13:15 JST
International Conference Hall I
This study reexamined whether the audience of written languaging affects L2 learning. Replicating earlier findings favoring other-addressed WL, we tested a different grammatical target (the English passive) and incorporated two WL opportunities. No audience differences emerged, indicating possible boundary conditions for the audience effect.
Speakers
MI

Masako Ishikawa

Associate Professor, Josai University
avatar for Wataru Suzuki

Wataru Suzuki

Associate Professor, Miyagi University of Education
Wataru Suzuki is an associate professor at Miyagi University of Education in Sendai, Japan. His research interests include cognitive and sociocultural second language (L2) acquisition, in particular, input, output, interaction, feedback and languaging. He publishes these topics widely... Read More →
Saturday October 24, 2026 12:45 - 13:15 JST
International Conference Hall I
  Paper

12:45 JST

Ecologies of multilingual writing (EMW): A conceptual framework
Saturday October 24, 2026 12:45 - 13:15 JST
International Conference Hall II
“Ecologies of Multilingual Writing” (EMW) conceptualizes SLW as an open-ended ecology in which phenomena traditionally studied separately (grammatical feedback, AI, genre, multilingualism, revision) are viewed in terms of how they interact. EMW also recognizes writing as a powerful tool for changing the world amid rapidly growing environmental crises.
Speakers
avatar for Dwight Atkinson

Dwight Atkinson

University of Arizona
JG
Saturday October 24, 2026 12:45 - 13:15 JST
International Conference Hall II
  Paper

12:45 JST

Genre-based writing pedagogy in the time of GenAI: Reflections on practice and future research
Saturday October 24, 2026 12:45 - 13:15 JST
Conference Room I
In this presentation, we discuss challenges and opportunities that may surround L2 writing teachers’ pedagogical decisions and practice related to genre-based writing instruction and GenAI, concluding with pedagogical and future research suggestions.
Speakers
avatar for Angela Hakim

Angela Hakim

Assistant Teaching Professor, Iowa State University
Angela Hakim is an Assistant Teaching Professor in the Department of English. She teaches courses in Academic English, ISU Foundation Communication, Advanced Communication, and the B.A. in Linguistics, including a course in sociolinguistics. Angela serves as the Director of Academic... Read More →
SJ
FL
Saturday October 24, 2026 12:45 - 13:15 JST
Conference Room I
  Paper

12:45 JST

Human judgment and prompt fairness in L2 writing assessment in the age of AI
Saturday October 24, 2026 12:45 - 13:15 JST
Conference Room III
Despite AI reshaping writing assessment, fairness remains a matter of human judgment as well as careful measurement. This study uses cross-classified modeling of an operational L2 writing placement test to examine prompt comparability and argues that writing teachers’ interpretive and ethical roles remain central in identifying and addressing inequitable task effects.
Speakers
SL

Sohyeon Lee

University of Hawaii at Manoa
Saturday October 24, 2026 12:45 - 13:15 JST
Conference Room III
  Paper

12:45 JST

Humanizing GenAI-assisted writing feedback: Developing EFL teachers’ AI feedback literacy through a co-designed evidence-informed intervention
Saturday October 24, 2026 12:45 - 13:15 JST
Conference Room II
This study introduces teacher AI feedback literacy as a multidimensional competence enabling teachers to understand, design, critically evaluate, and pedagogically use GenAI-assisted feedback. Through an evidence-informed, co-designed intervention bridging research and practice, the project explores how teachers mediate and humanize AI feedback while maintaining their central role in writing...
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Speakers
XL
QW
GH
Saturday October 24, 2026 12:45 - 13:15 JST
Conference Room II
  Paper

12:45 JST

Teacher-designed AI as a questioning partner: Developing high school students’ argumentation in L2 writing through debate instruction
Saturday October 24, 2026 12:45 - 13:15 JST
Conference Room IV
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.
Speakers
MI
AM
Saturday October 24, 2026 12:45 - 13:15 JST
Conference Room IV
  Paper

12:45 JST

Roundtables and Discussions
Saturday October 24, 2026 12:45 - 13:15 JST
International Conference Hall III
Abstracts for Roundtables, Workshops and DiscussionsTable 1 | Discussion Human–AI collaboration in L2 writing feedback: Teacher agency, student perceptions, and prompt literacy Presenters: Harris Bras, Masakazu Mishima, Mira Baker, Mei-Hung Lin Table 2 | Discussion Can group project writing preserve meaningful student and teacher agency in the age of AI? Presenters: Ida Klitgård Table 3 |...
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Saturday October 24, 2026 12:45 - 13:15 JST
International Conference Hall III
  Roundtables and Discussions

12:45 JST

Colloquium on teachers’ professional knowledge and instructional practices across diverse writing contexts: Mapping the terrain, charting the future
Saturday October 24, 2026 12:45 - 14:25 JST
Centennial Hall
This colloquium discusses key issues in teachers’ professional knowledge and instructional practices in writing across diverse contexts, drawing on quantitative, qualitative, and mixed-methods research from multiple countries.
Speakers
VB

Vera Busse

Prof. Dr., University of Münster
PC
IL
QM
MF
Saturday October 24, 2026 12:45 - 14:25 JST
Centennial Hall
  Colloquium

13:20 JST

AI as a writing process partner: Supporting student authorship in a Japanese EFL life writing project
Saturday October 24, 2026 13:20 - 13:50 JST
Conference Room I
This case study examines how generative AI supports a Japanese student’s life writing project without replacing authorship. Through interaction among student, teacher, and AI, the process developed inquiry, lexical exploration, and narrative organization. The study illustrates how AI can function as a collaborative writing process partner in guided L2 writing.
Speakers
MT

Mika Toff

Aichi Shukutoku University
TY

Takahiko Yamamori

Professor (English Education), Aichi Medical College
KW
Saturday October 24, 2026 13:20 - 13:50 JST
Conference Room I
  Paper

13:20 JST

Economies of academic writing for multilingual international students
Saturday October 24, 2026 13:20 - 13:50 JST
Conference Room IV
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.
Speakers
avatar for Zhaozhe Wang

Zhaozhe Wang

Assistant Professor, University of Toronto
Saturday October 24, 2026 13:20 - 13:50 JST
Conference Room IV
  Paper

13:20 JST

Feedback as interaction: An experimental comparison between human and AI-mediated writing conferences in L2 writing
Saturday October 24, 2026 13:20 - 13:50 JST
Conference Room III
This study examines how L2 writing feedback conferences with human teachers and AI tools differentially affect second-language learners’ basic psychological needs and task engagement. Using a between-subject randomized experiment, we demonstrate a statistically significant group difference in psychological needs and task engagement and also address how conferencing mode impacts revision quality...
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Speakers
avatar for Mira Bekar

Mira Bekar

Full professor, Ss Cyril and Methodius University-Skopje
Online Communication
Thesis writing in L1 and L2
Critical discourse analysis
Teaching to L2 English majors
Travelling
Mountains

IK
Saturday October 24, 2026 13:20 - 13:50 JST
Conference Room III
  Paper

13:20 JST

High school-university collaboration in writing pedagogy: Influence on high school teachers
Saturday October 24, 2026 13:20 - 13:50 JST
Conference Room II
Following the introduction of Logical Expression in Japanese senior high schools, writing instruction has gained prominence, although many teachers lack formal training. A university–high school collaborative lesson study introduced process-oriented writing and task development, and findings indicate that participating teachers gradually developed greater competence and autonomy in implementing...
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Speakers
NK
MK

Madoka Kawano

Professor, Meiji University
avatar for Miho Yamashita

Miho Yamashita

Professor, Ritsumeikan University
Saturday October 24, 2026 13:20 - 13:50 JST
Conference Room II
  Paper

13:20 JST

Impact of AI-assisted feedback on EFL students’ writing performance: A process-oriented approach
Saturday October 24, 2026 13:20 - 13:50 JST
International Conference Hall II
This study investigated the impact of AI-assisted feedback on EFL students’ writing performance within a process-oriented framework. Fourteen Chinese-speaking English majors in Taiwan received ChatGPT-generated feedback during their writing process. Qualitative and quantitative findings indicate improved writing performance; students reported that AI feedback was particularly helpful for...
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Speakers
KW
Saturday October 24, 2026 13:20 - 13:50 JST
International Conference Hall II
  Paper

13:20 JST

Individual differences in collaborative writing: The role of working memory and anxiety in a beginner adult-immigrant context
Saturday October 24, 2026 13:20 - 13:50 JST
International Conference Hall I
This quasi-experimental study investigates the development of L2 French writing among beginner adult immigrants through collaborative and individual practice. Results indicate that while individual practice favors lexical control, the effects of collaboration are moderated by working memory and anxiety. Findings highlight the need for learner-dependent pedagogical approaches.
Speakers
GM

Gabriel Michaud

Professor, Université de Montréal
SM
Saturday October 24, 2026 13:20 - 13:50 JST
International Conference Hall I
  Paper

13:20 JST

Roundtables and Discussions
Saturday October 24, 2026 13:20 - 13:50 JST
International Conference Hall III
Abstracts for Roundtables, Workshops and DiscussionsTable 1 | Discussion Belonging, mastery, and machine intelligence in K–12 second‑language writing: A conversation across contexts Presenters: Julie Goldman Table 2 | Discussion Operationalizing global Englishes concepts into second-language writing practices Presenters: Kenny Harsch Table 3 | Discussion GenAI and building the conditions of...
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Saturday October 24, 2026 13:20 - 13:50 JST
International Conference Hall III
  Roundtables and Discussions

13:55 JST

Conceptualizations and methodological trends in L2 student feedback literacy: A scoping review (2012–2025)
Saturday October 24, 2026 13:55 - 14:25 JST
Conference Room III
This scoping review synthesizes 27 studies (2012–2025) on L2 student feedback literacy, mapping research contexts and designs. Findings reveal geographic and participant concentration and a predominance of qualitative approaches. The review highlights gaps in diversity across participants and settings and calls for greater methodological transparency, rigor, and conceptual development.
Speakers
JT
JR

Jui-Hsin Renee Hung

Brandeis University
YP

Yeoeun Park

Indiana University Bloomington
Saturday October 24, 2026 13:55 - 14:25 JST
Conference Room III
  Paper

13:55 JST

Countering AI homogenisation: Developing adaptable writers through multi-genre pedagogy
Saturday October 24, 2026 13:55 - 14:25 JST
International Conference Hall I
This presentation examines multi-genre pedagogy (MGP) as a human-centred approach to academic writing in AI-saturated contexts, foregrounding teacher judgment, task design, and metacognition to support rhetorical flexibility and writing transfer.
Speakers
PW
avatar for Raffaella Negretti

Raffaella Negretti

Professor, Chalmers University of Technology
I am professor of educational psychology and applied linguistics at Chalmers University of Technology, department of Communication and Learning in Science. The focus of my work is on academic writing, writing for research purposes, genre pedagogy, higher education (HE) learning and... Read More →
LM
CF
Saturday October 24, 2026 13:55 - 14:25 JST
International Conference Hall I
  Paper

13:55 JST

Investigating the depth of processing in collaborative and individual languaging across writing stages
Saturday October 24, 2026 13:55 - 14:25 JST
Conference Room I
This presentation investigates effective feedback practices for junior high school students by comparing collaborative and individual languaging. The findings indicate that collaborative languaging promoted deeper cognitive processing, whereas individual languaging enabled learners to address a wider range of linguistic problems. Both approaches support learner autonomy in L2 writing classrooms.
Speakers
MI
Saturday October 24, 2026 13:55 - 14:25 JST
Conference Room I
  Paper

13:55 JST

Teacher emotion labour and instructional decision-making in multilingual L2 writing classrooms
Saturday October 24, 2026 13:55 - 14:25 JST
Conference Room IV
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.
Speakers
WC
Saturday October 24, 2026 13:55 - 14:25 JST
Conference Room IV
  Paper

13:55 JST

Understanding L2 writers’ responsiveness in AI-mediated dynamic assessment for academic writing
Saturday October 24, 2026 13:55 - 14:25 JST
International Conference Hall II
This study explores how L2 writers engage with AI-mediated support during academic writing revision. Drawing on drafts, revision histories, system logs, questionnaires, and interviews, it shows how an AI-supported Dynamic Assessment platform makes writers’ engagement visible, revealing shifts in revision behavior, meaningful feedback uptake, and developing independence in mediated revision.
Speakers
YK
Saturday October 24, 2026 13:55 - 14:25 JST
International Conference Hall II
  Paper

13:55 JST

Writing instructors-AI engineer interdisciplinary collaboration for promoting L2 writers’ agency in the GenAI era: Activity theory perspective
Saturday October 24, 2026 13:55 - 14:25 JST
Conference Room II
This two-year longitudinal case study examined how L2 writing instructors and an engineer specialized in AI collaborated to design genre-based writing instruction that promotes writer agency in the GenAI era. Guided by Cultural-Historical Activity Theory, the study reveals their tensions and collective transformations in their co-designed writing workshops and courses.
Speakers
TO
AA
YA
Saturday October 24, 2026 13:55 - 14:25 JST
Conference Room II
  Paper

14:25 JST

Coffee Break
Saturday October 24, 2026 14:25 - 14:55 JST
International Conference Hall III
Saturday October 24, 2026 14:25 - 14:55 JST
International Conference Hall III
  Coffee Break, Open Meeting

14:55 JST

AI-based feedback vs. model text feedback in L2 writing: Effects on writing quality and learners’ affective factors
Saturday October 24, 2026 14:55 - 15:25 JST
Conference Room II
This study compared AI-based feedback and model text in L2 writing, focusing on writing quality and learners’ affect. Writing quality improved with no significant group differences; AI-based feedback was associated with slightly higher boredom, suggesting participants may have been overwhelmed by the feedback and had difficulty incorporating it into revisions.
Speakers
AD
SS
AM
Saturday October 24, 2026 14:55 - 15:25 JST
Conference Room II
  Paper

14:55 JST

From research task to embodied practice: A longitudinal ecological case study of English diary in a relational network
Saturday October 24, 2026 14:55 - 15:25 JST
Conference Room IV
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.
Speakers
KY
Saturday October 24, 2026 14:55 - 15:25 JST
Conference Room IV
  Paper

14:55 JST

How tutoring approaches emerge: Metacognitive experiences in writing centre practice in Chinese higher education
Saturday October 24, 2026 14:55 - 15:25 JST
Conference Room III
This study examines how L2 writing tutors’ metacognitive experiences shape tutoring practices in a multilingual university writing centre. Analysis of interviews, observations, and stimulated recall from six tutors identifies tutor-centred, tutee-centred, and learning-centred experiences that dynamically inform directive, interactive, and facilitative approaches, highlighting tutoring as...
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Speakers
DK
Saturday October 24, 2026 14:55 - 15:25 JST
Conference Room III
  Paper

14:55 JST

Implementing generative AI in the spanish classroom: Students’ beliefs and satisfaction with ChatGPT for L2 written communication through corrective feedback and role-plays
Saturday October 24, 2026 14:55 - 15:25 JST
Conference Room I
This study examined learners’ experiences with two ChatGPT-mediated writing activities in an intermediate L2 Spanish course: sentence-level corrective feedback and interactive written role-play. Interviews indicated that feedback supported accuracy and revision, while role-play promoted sustained interaction and contextualized language use. Students valued immediacy and adaptability but noted...
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Speakers
PR
JS
CS
Saturday October 24, 2026 14:55 - 15:25 JST
Conference Room I
  Paper

14:55 JST

Perceptions and challenges in flipped writing classrooms: Insights from indonesian pre-service EFL teacher education programs
Saturday October 24, 2026 14:55 - 15:25 JST
International Conference Hall I
This qualitative study explores how pre-service EFL teachers in Indonesia perceived Flipped Classroom (FC) pedagogy in developing their writing performance and engagement, and what challenges they encountered during its implementation. Findings from semi-structured interviews reveal four themes and highlight FC’s potential as a human-centered instructional approach in the age of Generative AI.
Speakers
avatar for Husnawadi

Husnawadi

HDR Student, University of Canberra
I am a PhD student in the Faculty of Education at the University of Canberra, Australia, and a university lecturer at the State Islamic University of Mataram (UIN Mataram), Indonesia. My research focuses on L2 writing, flipped classrooms, student engagement, and EFL teacher education... Read More →
Saturday October 24, 2026 14:55 - 15:25 JST
International Conference Hall I
  Paper

14:55 JST

Using AI to map the ecologies of multilingual writing across US-based colleges and universities
Saturday October 24, 2026 14:55 - 15:25 JST
International Conference Hall II
Using an interactive digital map to explore writing sites at diverse institutions created by leveraging AI for data collection, we reveal trends in institutional support and requirements for multilingual writers. Via the map, users can identify trends across a range of institution types/key variables.
Speakers
KK
PK
GM
Saturday October 24, 2026 14:55 - 15:25 JST
International Conference Hall II
  Paper

14:55 JST

Roundtables
Saturday October 24, 2026 14:55 - 15:25 JST
International Conference Hall III
Abstracts for Roundtables, Workshops and DiscussionsTable 1 | Roundtable Examining the relationships between efficient test tasks on the updated TOEFL iBT and extended writing performances Presenters: Daniel Isbell, Ching-Ni Hsieh, Renka Ohta Table 2 | Roundtable The limits of agency: Rethinking directed self-placement in the post-pandemic AI world Presenters: Lynn Ishikawa Table 3 | Roundtable...
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Saturday October 24, 2026 14:55 - 15:25 JST
International Conference Hall III
  Roundtables

14:55 JST

Sixty years of contrastive rhetoric: Ecological, historical, and humane perspectives
Saturday October 24, 2026 14:55 - 17:10 JST
Centennial Hall
On the sixtieth anniversary of Robert B. Kaplan’s "Cultural Thought Patterns in Inter-Cultural Education," this colloquium will reconsider and discuss—and invite discussion of—the personal, ecological, and intellectual contexts of Contrastive Rhetoric’s initial development and its long, complex circulation in second language writing and other fields.
Speakers
avatar for Jay Jordan

Jay Jordan

Professor and Director of Graduate Studies, University of Utah

avatar for Dwight Atkinson

Dwight Atkinson

University of Arizona
avatar for Ulla Connor
avatar for Paul Kei Matsuda

Paul Kei Matsuda

Professor of English and Director of Second Language Writing, Arizona State University
Paul Kei Matsuda is Professor of English and Director of Second Language Writing at Arizona State University. Paul is Founding Chair of the Symposium on Second Language Writing and Series Editor of the Parlor Press Series on Second Language Writing. Former President of the American... Read More →
Saturday October 24, 2026 14:55 - 17:10 JST
Centennial Hall
  Colloquium

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
Saturday October 24, 2026 15:30 - 16:00 JST
Conference Room I
AI use in email writing is ubiquitous; however, those who use GenAI to produce email in an L2 may miss the nuances of the text produced, possibly leading to offense in high stakes professional communication. This study explores this phenomenon, reconfirming the importance of pragmatics instruction in ESP writing classes.
Speakers
KP
GO
Saturday October 24, 2026 15:30 - 16:00 JST
Conference Room I
  Paper

15:30 JST

Breaking the algorithmic silence: An ecological reconsideration of voice and agency in AI-mediated ESL writing
Saturday October 24, 2026 15:30 - 16:00 JST
Conference Room III
This study examines the ecological transformation of ESL writing in the AI era. Drawing on Barthes’ notion of neutral writing, I theorize algorithmic silence as a threat to authorial agency. The paper proposes a pedagogy of ecological voice that helps teachers support students’ presence and agency in AI-mediated writing environments.
Speakers
JD

Juhyun Do

Janggi Elementary School
Saturday October 24, 2026 15:30 - 16:00 JST
Conference Room III
  Paper

15:30 JST

Intertextual engagement in L2 Chinese academic writing: Developing critical literacy through L2 reading-to-writing
Saturday October 24, 2026 15:30 - 16:00 JST
International Conference Hall I
This study examines intertextual engagement in L2 Chinese academic writing through a reading-to-writing pedagogy. A case study of ten essays analyzes how learners interpret, integrate and synthesize source texts. Findings reveal authorial stance and synthesis, demonstrating how reading-to-writing instruction supports critical literacy and intertextual competence in Chinese academic writing...
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Speakers
avatar for Haidan Wang
Saturday October 24, 2026 15:30 - 16:00 JST
International Conference Hall I
  Paper

15:30 JST

Multilingual writing development: Interrelationships among agency, audience, voice
Saturday October 24, 2026 15:30 - 16:00 JST
Conference Room IV
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.
Speakers
CR

Carol Rinnert

Professor Emeritus, Hiroshima City University
HK
Saturday October 24, 2026 15:30 - 16:00 JST
Conference Room IV
  Paper

15:30 JST

Peer feedback in digital argumentative essay revision: Genre-specific feedback, meaning alignment, and writer agency
Saturday October 24, 2026 15:30 - 16:00 JST
Conference Room II
This study investigates how EFL learners revise argumentative essays in response to peer feedback in a digital environment. Using sociocultural theory, this study demonstrates that peer feedback creates a learning space for learners to generate genre-specific feedback, align intended and comprehended meaning, and activate writers’ agency in essay revision.
Speakers
ZQ
Saturday October 24, 2026 15:30 - 16:00 JST
Conference Room II
  Paper

15:30 JST

Student revision under constrained AI feedback in low-intermediate EFL writing
Saturday October 24, 2026 15:30 - 16:00 JST
International Conference Hall II
This presentation investigates how low-intermediate EFL students revise short narratives after receiving feedback from ChatGPT generated using a constrained prompt. Analysis of paired drafts shows that constrained AI feedback does not lead students uniformly toward extensive rewriting. Instead, students adopt suggestions selectively, producing varied patterns of revision.
Speakers
MJ
Saturday October 24, 2026 15:30 - 16:00 JST
International Conference Hall II
  Paper

15:30 JST

Roundtables
Saturday October 24, 2026 15:30 - 16:00 JST
International Conference Hall III
Abstracts for Roundtables, Workshops and DiscussionsTable 1 | Roundtable Writing through entanglement: Ecology, translation, and transnational literacies across China and Qazaqstan Presenters: Joseph Wilson, Xiqiao Wang Table 2 | Roundtable AI feedback and learner agency in L2 writing: A think-aloud study of revision processes Presenters: Yuka Ohkishima, Aiko Sano Table 3 | Roundtable Idle in...
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Saturday October 24, 2026 15:30 - 16:00 JST
International Conference Hall III
  Roundtables

16:05 JST

Beyond traditional rubrics: Assessing register awareness in hybrid EFL writing through AI and human perspectives
Saturday October 24, 2026 16:05 - 16:35 JST
Conference Room I
This study compares human and AI assessments of "register awareness" in high-stakes mixed-genre writing. By analyzing student scripts from a national-level EFL examination, the research reveals limitations in traditional rubrics and highlights the irreplaceable role of human judgment in evaluating complex rhetorical shifts that generative AI currently struggles to address.
Speakers
NK
Saturday October 24, 2026 16:05 - 16:35 JST
Conference Room I
  Paper

16:05 JST

Communicative competence revisited: The writing teacher as expander of experiences and beliefs in the age of AI
Saturday October 24, 2026 16:05 - 16:35 JST
Conference Room III
This paper argues that learners may use AI in ways that reinforce a form-based orientation, bypassing communicative competence development. It proposes the teacher as an expander of experiences and beliefs, cultivating struggles and reflections that underlie communicative competence—not easily provided by current AI-human dynamics, which predominantly accommodate learners’ beliefs rather than...
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Speakers
SM
HT
Saturday October 24, 2026 16:05 - 16:35 JST
Conference Room III
  Paper

16:05 JST

Exploring translanguaging practices in English writing: Integrating wordless picture books into freshman English courses
Saturday October 24, 2026 16:05 - 16:35 JST
Conference Room IV
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.
Speakers
PL
Saturday October 24, 2026 16:05 - 16:35 JST
Conference Room IV
  Paper

16:05 JST

From literature review to public awareness campaign: Designing a human-centered L2 writing sequence in the age of AI
Saturday October 24, 2026 16:05 - 16:35 JST
International Conference Hall I
This presentation describes a scaffolded L2 writing sequence that moves from literature review writing to collaborative research discussions, a student-led panel discussion, and a creative NGO awareness campaign project. The sequence illustrates how human-centered writing pedagogy can highlight dialogue, collaboration, and multimodal communication in the age of AI.
Speakers
avatar for Amanda Yoshida

Amanda Yoshida

Lecturer, Rikkyo University
Amanda J. Yoshida is an adjunct lecturer at Rikkyo University’s Center for Foreign Language Education and Research. She holds a master’s degree from Anaheim University. Her research interests include project-based learning, reflective practices, and assessment. She has published... Read More →
Saturday October 24, 2026 16:05 - 16:35 JST
International Conference Hall I
  Paper

16:05 JST

GenAI feedback and student voice: Examining linguistic diversity in ESL writing classes
Saturday October 24, 2026 16:05 - 16:35 JST
International Conference Hall II
Peer and AI Review + Reflection (PAIRR) offers a pedagogical model for integrating GenAI into ESL classes; students engage with peer and GenAI feedback to support their revision processes. We discuss a mixed-methods analysis of PAIRR’s impact on the linguistic diversity of students’ writing and their confidence in their writerly voice.
Speakers
SM
AS
Saturday October 24, 2026 16:05 - 16:35 JST
International Conference Hall II
  Paper

16:05 JST

The potential of second language poetry writing for exploring EFL learners’ emotion and identity
Saturday October 24, 2026 16:05 - 16:35 JST
Conference Room II
The present research explores the potential of second language (L2) poetry writing as qualitative data source. By analyzing ten poems about my own L2 learning history, my emotional responses and identity are revealed. This suggests that L2 poetry writing provides researchers with a deeper understanding of individual L2 learners.
Speakers
HK
Saturday October 24, 2026 16:05 - 16:35 JST
Conference Room II
  Paper

16:05 JST

Roundtables
Saturday October 24, 2026 16:05 - 16:35 JST
International Conference Hall III
Abstracts for Roundtables, Workshops and DiscussionsTable 1 | Roundtable The humanity of writing teachers: (Re)negotiating identity in AI-mediated EMI L2 writing classrooms Presenters: Silvia VaccinoSalvadore, Anoud Abusalim Table 2 | Roundtable Patterns of human–AI interaction in L2 writing: A critical AI literacy perspective Presenters: Peiyun Liu Table 3 | Roundtable Developing critical AI...
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Saturday October 24, 2026 16:05 - 16:35 JST
International Conference Hall III
  Roundtables

16:40 JST

“Can you say that here?” Intertextual negotiation and language socialization in L2 writing conferences
Saturday October 24, 2026 16:40 - 17:10 JST
International Conference Hall I
This study uses multimodal interaction analysis to examine how reported speech and embodied talk in writing conferences support L2 writers’ socialization into academic discourse practices. Preliminary analysis shows how participants navigate the different voices and negotiate intertextual meaning, highlighting writing conferences as sites for developing authorial presence in source-based...
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Speakers
SA
Saturday October 24, 2026 16:40 - 17:10 JST
International Conference Hall I
  Paper

16:40 JST

Centering humanity: Teachers, students, and community
Saturday October 24, 2026 16:40 - 17:10 JST
Conference Room IV
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.
Speakers
CK
Saturday October 24, 2026 16:40 - 17:10 JST
Conference Room IV
  Paper

16:40 JST

EFL writers’ perceptions of teacher and generative AI feedback: Reconfiguring the humanity of writing teachers in AI-mediated environments
Saturday October 24, 2026 16:40 - 17:10 JST
International Conference Hall II
In AI-mediated writing classrooms, how is the humanity of teaching redefined? Drawing on EFL students’ experiences with teacher and generative AI feedback, this study shows how they strategically integrate both. Findings highlight how GAI expands access and support, while teachers sustain interpretation, judgment and human engagement in learners’ writing development.
Speakers
MW
Saturday October 24, 2026 16:40 - 17:10 JST
International Conference Hall II
  Paper

16:40 JST

Humanizing L2 writing: The interplay between teachers’ metacognitive competence and students’ metacognition
Saturday October 24, 2026 16:40 - 17:10 JST
Conference Room III
Drawing on a year-long study of Hong Kong primary classrooms, this study identifies a three-dimensional model of metacognitive instruction and shows how teachers’ structural, cognitive, and relational practices enhance learners’ metacognitive knowledge, strategic awareness, and metacognitive experience in L2 writing.
Speakers
PM

Pauline Mak

Assistant Professor, The Education University of Hong Kong
Saturday October 24, 2026 16:40 - 17:10 JST
Conference Room III
  Paper

16:40 JST

Practice for skill, production for proficiency: Disentangling learning mechanisms in GenAI-enhanced EFL collaborative story writing
Saturday October 24, 2026 16:40 - 17:10 JST
Conference Room II
This presentation reports design-based research on a GenAI-enhanced collaborative story-writing application for compulsory university EFL classes in Japan. Drawing on self-determination theory, it examines how constrained, learner-initiated AI support shapes engagement, psychological need states, and learning outcomes, and proposes a model distinct from general-purpose chatbot approaches for...
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Speakers
NE
YK
Saturday October 24, 2026 16:40 - 17:10 JST
Conference Room II
  Paper
 
Sunday, October 25
 

09:00 JST

Registration and Check In
Sunday October 25, 2026 09:00 - 11:45 JST
2nd Floor Lobby
Sunday October 25, 2026 09:00 - 11:45 JST
2nd Floor Lobby
  Registration and Check In

09:30 JST

“Just a student” in a liminal space: Suspended authority in L2 graduate writing
Sunday October 25, 2026 09:30 - 10:00 JST
International Conference Hall II
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.
Speakers
DY

Demet Yigitbilek

Lecturer in Residence, Northwestern University Qatar
Sunday October 25, 2026 09:30 - 10:00 JST
International Conference Hall II
  Paper

09:30 JST

Expertise development in action: A case study of L2 writing teacher training practicum
Sunday October 25, 2026 09:30 - 10:00 JST
Conference Room III
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.
Speakers
XY

Xueyi Yuan

Arizona State University
Sunday October 25, 2026 09:30 - 10:00 JST
Conference Room III
  Paper

09:30 JST

Extramural L2 English writing in the third age: Genre practices in community-based lifelong learning
Sunday October 25, 2026 09:30 - 10:00 JST
Conference Room I
This study examines extramural L2 writing practices of third-age (60+) EFL learners in community-based lifelong learning contexts in Istanbul, Türkiye. Using interview data from a purposeful subsample of 30 learners drawn from a larger profiling study (N=535), it explores multilingual genre repertories, modalities, and literacy trajectories, advancing a lifespan and socially situated perspective...
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Speakers
SY
Sunday October 25, 2026 09:30 - 10:00 JST
Conference Room I
  Paper

09:30 JST

Fairness in the digital age: Do motivation and anxiety moderate the effects of online resource use on L2 writing processes and products?
Sunday October 25, 2026 09:30 - 10:00 JST
International Conference Hall III
The study examined whether online resources differentially advantaged 60 intermediate L2 learners’ writing processes or products by motivation or anxiety. While motivation and anxiety influenced pausing behaviors, they did not moderate the effect of resource use on writing quality, suggesting resources do not introduce bias based on these learner profiles.
Speakers
HW

Honglan Wang

The Chinese University of Hong Kong
Sunday October 25, 2026 09:30 - 10:00 JST
International Conference Hall III
  Paper

09:30 JST

Generative AI and publishing: Observations from an outgoing editor-in-chief of the Journal of Second Language Writing
Sunday October 25, 2026 09:30 - 10:00 JST
International Conference Hall I
This presentation examines the impact of Generative AI (GenAI) on the Journal of Second Language Writing based on the observations and experiences of an outgoing editor-in-chief (EIC). The outgoing EIC will discuss influences of GenAI on this journal, including both the benefits and challenges in managing the publication process.
Speakers
SM

Stephen M. Doolan

Professor, Texas A&M University - Corpus Christi

Sunday October 25, 2026 09:30 - 10:00 JST
International Conference Hall I
  Paper

09:30 JST

Incorporating “manga” into multimodal, source-based writing
Sunday October 25, 2026 09:30 - 10:00 JST
Conference Room IV
This presentation examines a multimodal, project-based “Manga” creation task to support Japanese EFL novices’ source-based writing. It shows students paraphrased, summarized, and transformed academic texts into colloquial dialogue while experiencing challenges in maintaining rhetorical consistency. Results indicate the potential of this approach to develop discourse synthesis skills in L2...
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Speakers
SI
Sunday October 25, 2026 09:30 - 10:00 JST
Conference Room IV
  Paper

09:30 JST

Rethinking AI literacy, agency, and identity in L2 writing
Sunday October 25, 2026 09:30 - 10:00 JST
Conference Room II
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.
Speakers
MA
Sunday October 25, 2026 09:30 - 10:00 JST
Conference Room II
  Paper

09:30 JST

New ideas and practices for responding to student writing in humane ways
Sunday October 25, 2026 09:30 - 11:45 JST
Centennial Hall
Writing teachers often find responding to student writing daunting. This colloquium recommends newly developed and tested response practices. Panelists discuss reflective writing and self-assessment, collaborative and peer feedback, implementation of technology with dialogic process, and language correction. Attendees learn practical response strategies and understand the theories behind effective...
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Speakers
GE
avatar for Betsy Gilliland

Betsy Gilliland

Professor & Chair, University of Hawai'i Manoa
I teach undergraduate and graduate courses on writing and literacies research and pedagogy as well as courses on teacher research. I take graduate students to Thailand on a summer teaching practicum every other year.
I'm co-editor of the Journal of Response to Writing and have jus... Read More →
MC
avatar for Nicholas Carr

Nicholas Carr

Associate Professor, University of Aizu
I am interested in Vygotskian Sociocultural Theory and its application to additional language learning. Recently, I have been working with Large Language Models to investigate their potential to provoke development.
MM
KM
KK
JH
Sunday October 25, 2026 09:30 - 11:45 JST
Centennial Hall
  Colloquium

10:05 JST

An autoethnographic account of rhetorical style and second language writer identity in the age of generative AI
Sunday October 25, 2026 10:05 - 10:35 JST
Conference Room IV
This autoethnography explores the conflict between Generative Ais’ standardized feedback and an L2 writer’s intentional stylistic rhetorical design. By analyzing negotiation logs, I illustrate how AIs prioritize pseudo-authoritative, opaque norms over strategic style choices. The findings suggest that AI-driven corrections risk colonizing the writer’s voice and stripping away authorial...
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Speakers
JI
Sunday October 25, 2026 10:05 - 10:35 JST
Conference Room IV
  Paper

10:05 JST

Beyond the bot and the blank page: A rhetorical framework for L2 writing teachers in the age of AI assessment
Sunday October 25, 2026 10:05 - 10:35 JST
Conference Room I
This paper presentation argues that Cicero’s Five Canons equip L2 teachers to assess what AI cannot: rhetorical nuance. Drawing on over 1,400 peer feedback instances from 700+ students, we demonstrate how classical rhetoric validates teacher expertise and provides practical strategies for maintaining pedagogical authority in an increasingly automated world.
Speakers
EB
Sunday October 25, 2026 10:05 - 10:35 JST
Conference Room I
  Paper

10:05 JST

English language learners’ longitudinal development of syntactic complexity across five CEFR levels: A mixed-methods approach
Sunday October 25, 2026 10:05 - 10:35 JST
International Conference Hall I
The present study investigated 104 English language learners’ longitudinal development of syntactic complexity over five CEFR levels. They first improved their use of subordination clauses but eventually improved their use of complex nominals. Some learners exhibited unpredictable developmental trajectories, which were closely examined by qualitatively examining their language use.
Speakers
TY
Sunday October 25, 2026 10:05 - 10:35 JST
International Conference Hall I
  Paper

10:05 JST

Humanizing feedback in the age of AI: The role of writing teachers in AI-assisted revision
Sunday October 25, 2026 10:05 - 10:35 JST
International Conference Hall II
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.
Speakers
KC
Sunday October 25, 2026 10:05 - 10:35 JST
International Conference Hall II
  Paper

10:05 JST

Pre-service teachers’ perception and patterns of using generative AI in writing a lesson plan
Sunday October 25, 2026 10:05 - 10:35 JST
Conference Room III
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.
Speakers
JP
Sunday October 25, 2026 10:05 - 10:35 JST
Conference Room III
  Paper

10:05 JST

Teacher–student rubric co-construction as metacognitive instruction in ESL academic writing
Sunday October 25, 2026 10:05 - 10:35 JST
Conference Room II
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...
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Speakers
TZ
Sunday October 25, 2026 10:05 - 10:35 JST
Conference Room II
  Paper

10:05 JST

The affective equalizer: Fostering self-efficacy and reducing writing anxiety through AI-scaffolded blogging on padlet
Sunday October 25, 2026 10:05 - 10:35 JST
International Conference Hall III
This mixed-methods study examines a 14-week Padlet blogging program for 90 Taiwanese high schoolers. Integrating AI-scaffolded conversation and multimodal journals, the intervention significantly boosted writing self-efficacy and reduced anxiety across proficiency levels. Findings position blogging as an "affective equalizer" while fostering authentic human voices and touch in the AI era.
Speakers
CC
Sunday October 25, 2026 10:05 - 10:35 JST
International Conference Hall III
  Paper

10:40 JST

Extending EFL writing teacher feedback literacy (WTFL) in AI-mediated writing classrooms: A longitudinal study in small-scale, high school contexts
Sunday October 25, 2026 10:40 - 11:10 JST
International Conference Hall II
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.
Speakers
JH
Sunday October 25, 2026 10:40 - 11:10 JST
International Conference Hall II
  Paper

10:40 JST

Rethinking complexity in L2 writing: How does form-based complexity translate to meaning complexity?
Sunday October 25, 2026 10:40 - 11:10 JST
International Conference Hall I
EFL essay quality correlated with meaning complexity (argument depth, nominal groups), not clausal form. Challenging traditional views, this highlights meaning complexity’s critical role in L2 writing development and assessment.
Speakers
SY
Sunday October 25, 2026 10:40 - 11:10 JST
International Conference Hall I
  Paper

10:40 JST

Sentence structure in multilingual writing: Language constraints or individual characteristics
Sunday October 25, 2026 10:40 - 11:10 JST
Conference Room IV
This study examines sentence structure in multilingual writing among Polish L1, English L2, and Swedish L3 university students. Findings reveal that sentence patterns result from interactions of language-specific norms, cross-linguistic transfer, individual writing style, and proficiency. Higher L3 proficiency promotes target-language conformity, while personal stylistic traits persist across...
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Speakers
IK
Sunday October 25, 2026 10:40 - 11:10 JST
Conference Room IV
  Paper

10:40 JST

Training on EFL taiwanese writers’ annotation quality and learner perceptions
Sunday October 25, 2026 10:40 - 11:10 JST
Conference Room I
This study examined how annotation training affected Taiwanese undergrad students’ annotation quality and their perceptions toward such training. In English Composition II, students completed two self-annotated assignments for reviewer (instructor and peer) feedback. Preliminary findings showed that student held overall positive attitudes toward annotation training. Annotation quality...
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Speakers
CY
Sunday October 25, 2026 10:40 - 11:10 JST
Conference Room I
  Paper

10:40 JST

Uncanny writing: AI, authorship, and L2 writing
Sunday October 25, 2026 10:40 - 11:10 JST
International Conference Hall III
This paper argues that AI-mediated L2 writing creates an “uncanny” tension between fluency and authorship, challenging traditional notions of competence. Drawing on poststructuralist theory, it reframes writing as a distributed process and calls for pedagogical shifts toward process, interpretation, and uncertainty rather than correctness and individual authorship
Speakers
NO
Sunday October 25, 2026 10:40 - 11:10 JST
International Conference Hall III
  Paper

10:40 JST

Who owns the story? Preserving narrative agency in AI-augmented picture book creation in an EFL writing classroom
Sunday October 25, 2026 10:40 - 11:10 JST
Conference Room III
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.
Speakers
avatar for Jean Chow

Jean Chow

National Kaohsiung Normal University
Sunday October 25, 2026 10:40 - 11:10 JST
Conference Room III
  Paper

11:15 JST

AI literacy as a reflexive scaffold for process-based EAP writing: An exploration of engagement, rhetorical quality, and recall
Sunday October 25, 2026 11:15 - 11:45 JST
International Conference Hall II
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...
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Speakers
DK

Dianah Kitiabi

Georgia State University
Sunday October 25, 2026 11:15 - 11:45 JST
International Conference Hall II
  Paper

11:15 JST

E-tivity instructional design for online L2 academic writing classes in higher education
Sunday October 25, 2026 11:15 - 11:45 JST
Conference Room III
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.
Speakers
TS
OZ
Sunday October 25, 2026 11:15 - 11:45 JST
Conference Room III
  Paper

11:15 JST

Explanation without inference: Causal reasoning in Japanese EFL argumentative writing
Sunday October 25, 2026 11:15 - 11:45 JST
International Conference Hall III
This study examines Japanese EFL students’ causal reasoning in argumentative writing by analyzing because-clauses and connective use across two prompts. Results show strong reliance on generalization and because, with rare use of inferential markers like therefore, indicating difficulty constructing advanced argumentative relations and sensitivity to prompt effects.
Speakers
EK
KS
Sunday October 25, 2026 11:15 - 11:45 JST
International Conference Hall III
  Paper

11:15 JST

Synthesizing cohesion research in L2 writing: A systematic review
Sunday October 25, 2026 11:15 - 11:45 JST
International Conference Hall I
This systematic review brings together empirical findings on cohesion, showing the relationships between cohesion features, L2 proficiency, and contextual factors. It also warns that growing reliance on automated analytical tools risks reductionism, potentially oversimplifying complex cohesion phenomena in written texts.
Speakers
RT
Sunday October 25, 2026 11:15 - 11:45 JST
International Conference Hall I
  Paper

11:15 JST

Technology and humanity: Identity dilemma and reconstruction of L2 writing teachers in the AI era
Sunday October 25, 2026 11:15 - 11:45 JST
Conference Room I
This proposal explores L2 writing teachers’ identity dilemma and humanistic reconstruction in the AI era. It adopts a mixed-methods design, analyzes internal/external causes of role conflicts, and aims to propose a human-centered framework to balance AI application and humanistic teaching for teachers’ professional development.
Speakers
ZZ
Sunday October 25, 2026 11:15 - 11:45 JST
Conference Room I
  Paper

11:15 JST

Voice under surveillance: Writing, AI, and the politics of linguistic diversity
Sunday October 25, 2026 11:15 - 11:45 JST
Conference Room IV
This session examines how AI shapes linguistic diversity, access, and standards in writing. Drawing on literacy and L2 writing scholarship, it explores human dimensions of language, identity, and pedagogy, highlighting AI’s impact on reinforcing dominant linguistic norms.
Speakers
GG

Ghada Gherwash

Colby College
Sunday October 25, 2026 11:15 - 11:45 JST
Conference Room IV
  Paper

11:45 JST

Lunch
Sunday October 25, 2026 11:45 - 12:45 JST
International Conference Hall II
Sunday October 25, 2026 11:45 - 12:45 JST
International Conference Hall II
  Lunch

11:45 JST

Lunch
Sunday October 25, 2026 11:45 - 12:45 JST
International Conference Hall III
Sunday October 25, 2026 11:45 - 12:45 JST
International Conference Hall III
  Lunch

11:45 JST

CCCC and the Future of Writing Studies (Open Meeting)
Sunday October 25, 2026 11:45 - 12:45 JST
International Conference Hall I
This is an open meeting for the discussion of the recent decision by the Executive Committee of the National Council of Teachers of English to dissolve the Conference on College Composition and Communication, an organization that has historically played a central role in facilitating the development of writing studies.
Speakers
avatar for Jay Jordan

Jay Jordan

Professor and Director of Graduate Studies, University of Utah

Sunday October 25, 2026 11:45 - 12:45 JST
International Conference Hall I
  Special Session, Open Meeting

12:45 JST

Humanizing scholarly publishing in the age of AI: Ethical editorial mentorship and infrastructures of access for multilingual scholars
Sunday October 25, 2026 12:45 - 13:15 JST
International Conference Hall II
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.
Speakers
avatar for Hadi Banat

Hadi Banat

Assistant Professor of English & ESL Director, University of Massachusetts Boston
GG

Ghada Gherwash

Colby College
GA
Sunday October 25, 2026 12:45 - 13:15 JST
International Conference Hall II
  Paper

12:45 JST

Interruptions, affect, and agency in young learners’ L2 writing assessment
Sunday October 25, 2026 12:45 - 13:15 JST
Conference Room III
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.
Speakers
GB
IV
JA
Sunday October 25, 2026 12:45 - 13:15 JST
Conference Room III
  Paper

12:45 JST

Negotiating “feeling rules”: Humanity of university-based writing instructors in three canadian institutions
Sunday October 25, 2026 12:45 - 13:15 JST
International Conference Hall I
Engaging the concept of emotion labor (Benesch & Prior, 2023; Miller & Gknonou, 2023) we examine how university-based EAP writing instructors negotiate ‘feeling rules’, that is, external expectations that can shape internal emotions in highly regulated institutional contexts, drawing insights from data generated at three Canadian post-secondary institutions.
Speakers
avatar for Saskia Van Viegen

Saskia Van Viegen

Education University of Hong Kong
SZ
HN
Sunday October 25, 2026 12:45 - 13:15 JST
International Conference Hall I
  Paper

12:45 JST

Negotiating teachers’ professional identity in AI-assisted IELTS writing instruction
Sunday October 25, 2026 12:45 - 13:15 JST
Conference Room IV
This study examines how AI integration influences IELTS writing teachers’ professional identity negotiation. Using collaborative reflection panels and narrative frames, findings suggest that AI reshapes teachers’ identities by expanding their role as critical mediators, reaffirming human values, transforming anxiety as a catalyst for professional growth, and reinforcing authoritative human...
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Speakers
LR
MA
RM
Sunday October 25, 2026 12:45 - 13:15 JST
Conference Room IV
  Paper

12:45 JST

Self-reported AI usage and writing self-efficacy for L2 writers in writing centers
Sunday October 25, 2026 12:45 - 13:15 JST
Conference Room II
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.
Speakers
EA
KL
Sunday October 25, 2026 12:45 - 13:15 JST
Conference Room II
  Paper

12:45 JST

Writing as conversation: Dialogic pedagogy in the AI-assisted L2 composition classroom
Sunday October 25, 2026 12:45 - 13:15 JST
Conference Room I
This paper presentation situates generative AI in a conversational pedagogy for the L2 composition classroom in a way that de-emphasizes the mere linguistic production of the written text, but which preserves the dialogic practices of writing between writer, community, and discourse to encourage writerly development.
Speakers
JW
Sunday October 25, 2026 12:45 - 13:15 JST
Conference Room I
  Paper

12:45 JST

Roundtables and Workshops
Sunday October 25, 2026 12:45 - 13:15 JST
International Conference Hall III
Abstracts for Roundtables, Workshops and DiscussionsTable 1 | Workshop Learning from mistakes: Error logs and purposeful use of automatic correction tools Presenters: Peter Macdonald Table 2 | Workshop From diagnosis to design: Integrating AI into ESP writing through situated classroom tools Presenters: Sophie McBride, Aitor Garcés-Manzanera Table 3 | Roundtable Translation as genre-based L2...
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Sunday October 25, 2026 12:45 - 13:15 JST
International Conference Hall III
  Roundtables and Workshops

12:45 JST

Policy, partnership, process, and pedagogy: GenAI infrastructure to support faculty and human-centered second-language writing
Sunday October 25, 2026 12:45 - 14:25 JST
Centennial Hall
This colloquium explores how administrators can move beyond "plagiarism panic" to support writing faculty in the age of generative AI. Grounded in AWAC guiding principles, we discuss collaborative policymaking, administrative "sandboxing," and pedagogical shifts toward process-based, personal, and project-based learning that reaffirm writing as a uniquely human act of inquiry.
Speakers
avatar for Maggie Sokolik

Maggie Sokolik

Director, College Writing Programs, UC Berkeley
anything and everything!academic publishingprogram management
avatar for Margi Wald

Margi Wald

Lecturer, Univ. of California Berkeley's College Writing Programs
Margi teaches first-year composition, reading, and grammar & vocabulary courses specifically designed for multilingual student writers.  She directs UC Berkeley's Summer English Language Studies program, co-edits The CATESOL Journal, and has extensive experience presenting at a... Read More →
DW
Sunday October 25, 2026 12:45 - 14:25 JST
Centennial Hall
  Colloquium

13:20 JST

Adaptive L2 reading–writing pedagogy for screen-immersed Generation Z
Sunday October 25, 2026 13:20 - 13:50 JST
Conference Room II
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.
Speakers
YL
PP
Sunday October 25, 2026 13:20 - 13:50 JST
Conference Room II
  Paper

13:20 JST

AI-mediated feedback, syntactic development, and the human work of L2 writing instruction
Sunday October 25, 2026 13:20 - 13:50 JST
International Conference Hall I
This presentation examines how AI-mediated feedback influences syntactic complexity development in L2 writing and what these effects reveal about the continuing role of writing teachers. Findings suggest AI supports micro-level elaboration, while teachers remain essential for guiding higher-order syntactic development, pedagogical judgment, and meaningful instructional design.
Speakers
PM
LD
SG
Sunday October 25, 2026 13:20 - 13:50 JST
International Conference Hall I
  Paper

13:20 JST

Instructor-mediated use of myprose in first-year writing classrooms
Sunday October 25, 2026 13:20 - 13:50 JST
Conference Room III
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.
Speakers
MP
SP

Silvia Pessoa

Carnegie Mellon University Qatar

TM

Thomas Mitchell

Associate Teaching Professor of English, Carnegie Mellon University Qatar
Sunday October 25, 2026 13:20 - 13:50 JST
Conference Room III
  Paper

13:20 JST

Negotiating ethical AI use in academic writing among university students and teachers: Where is the humanity?
Sunday October 25, 2026 13:20 - 13:50 JST
International Conference Hall II
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.
Speakers
FY
RA
DD
Sunday October 25, 2026 13:20 - 13:50 JST
International Conference Hall II
  Paper

13:20 JST

Quantum dialogics: A human-centered framework for L2 writing instruction in the age of AI
Sunday October 25, 2026 13:20 - 13:50 JST
Conference Room IV
This presentation introduces a Quantum Dialogic framework for L2 writing that centers human agency in AI-mediated classrooms. Drawing on agential realism, it shows how dialogic peer review, narrative grounding, and reflective metacognition help teachers guide ethical decision-making, preserve student voice, and sustain meaningful human interaction in the age of AI.
Speakers
JL
Sunday October 25, 2026 13:20 - 13:50 JST
Conference Room IV
  Paper

13:20 JST

Roundtables and Workshops
Sunday October 25, 2026 13:20 - 13:50 JST
International Conference Hall III
Abstracts for Roundtables, Workshops and DiscussionsTable 1 | Workshop Re-envisioning analogue for critical thinking, revision, and reflection in the age of AI: Connecting first year and advanced composition Presenters: Karen Foltz, Junghwa Kim Table 2 | Workshop Design and implementation of an online writing module for learning-oriented assessment Presenters: Yutaka Ishii, Yasuyo Sawaki, Yumi...
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Sunday October 25, 2026 13:20 - 13:50 JST
International Conference Hall III
  Roundtables and Workshops

13:55 JST

How multilingual writers negotiate voice in the age of AI: Toward an AI literacy framework for L2 writing
Sunday October 25, 2026 13:55 - 14:25 JST
Conference Room IV
This study explores how multilingual TESOL graduate students negotiate authorial voice in AI-assisted academic writing. Using Kong and Zhang’s (2021) cognitive, affective, and sociocultural AI literacy framework, it examines strategies, emotions, and contextual influences, highlighting how writers critically engage with AI while preserving voice and identity, offering pedagogical insights.
Speakers
CC
Sunday October 25, 2026 13:55 - 14:25 JST
Conference Room IV
  Paper

13:55 JST

Negotiating voice in the age of AI: Multilingual writers and dialogic engagement with technology
Sunday October 25, 2026 13:55 - 14:25 JST
Conference Room I
This qualitative study of 52 international graduate students examines how multilingual writers negotiate voice through AI collaboration. Drawing on Bakhtin’s dialogism and the APSE model (Wang & Wang, 2025), findings reveal a monologic-to-dialogic continuum shaped by positionality. Authenticity emerges not despite AI engagement, but through intentional, agentive negotiation with it.
Speakers
NW
OB
Sunday October 25, 2026 13:55 - 14:25 JST
Conference Room I
  Paper

13:55 JST

Reconceptualizing writing pedagogy in the age of AI: Pre-service teachers’ learning in AI-mediated multimodal composition
Sunday October 25, 2026 13:55 - 14:25 JST
Conference Room III
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...
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Speakers
SY
Sunday October 25, 2026 13:55 - 14:25 JST
Conference Room III
  Paper

13:55 JST

The impact of AI feedback on EFL writing: Evaluating proficiency and authorial voice
Sunday October 25, 2026 13:55 - 14:25 JST
International Conference Hall I
Examining GPT-4o as an EFL writing tutor in Japan, this longitudinal study finds that while student writing showed gains in lexical and syntactic complexity, it increasingly resembled the tone of AI-generated text. This suggests a potential trade-off between complexity gains and the loss of a student’s unique authorial voice.
Speakers
JY
TS
Sunday October 25, 2026 13:55 - 14:25 JST
International Conference Hall I
  Paper

13:55 JST

The position of writing instruction in Japanese upper-secondary English education through the courses of study: Building a foundation for English writing education in the age of generative artificial intelligence
Sunday October 25, 2026 13:55 - 14:25 JST
International Conference Hall II
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...
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Speakers
MI
MK
KH
NS

Naoya Shibata

Osaka Kyoiku University
Sunday October 25, 2026 13:55 - 14:25 JST
International Conference Hall II
  Paper

13:55 JST

Roundtables and Workshops
Sunday October 25, 2026 13:55 - 14:25 JST
International Conference Hall III
Abstracts for Roundtables, Workshops and DiscussionsTable 1 | Workshop Beyond ChatGPT: AI tools for literature search and smart reading Presenters: Svetlana Suchkova Table 2 | Workshop Productive tensions: Using cognitive dissonance and AI to spark L2 writing ideas Presenters: Hossameldin Attia Table 3 | Roundtable “It’s not really my voice anyway”: Rethinking voice and authenticity in...
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Sunday October 25, 2026 13:55 - 14:25 JST
International Conference Hall III
  Roundtables and Workshops

14:40 JST

Reclaiming meaning from the machine in second language writing
Sunday October 25, 2026 14:40 - 15:40 JST
Centennial Hall
Students have long complained about having to take mandatory writing classes, arguing that they do not see the purpose given their future goals or preferences. GenAI has compounded this argument, as students often perceive that large language models can do everything they need to do in writing, and do it without grammatical errors. In such circumstances, teachers may also feel that GenAI can...
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Speakers
avatar for Betsy Gilliland

Betsy Gilliland

Professor & Chair, University of Hawai'i Manoa
I teach undergraduate and graduate courses on writing and literacies research and pedagogy as well as courses on teacher research. I take graduate students to Thailand on a summer teaching practicum every other year.
I'm co-editor of the Journal of Response to Writing and have jus... Read More →
Sunday October 25, 2026 14:40 - 15:40 JST
Centennial Hall
  Closing Plenary

15:40 JST

Closing and Awards Ceremony; SSLW2027 Preview
Sunday October 25, 2026 15:40 - 16:30 JST
Centennial Hall
Sunday October 25, 2026 15:40 - 16:30 JST
Centennial Hall
  Closing and Awards Ceremony, Open Meeting
 
SSLW2026
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Thursday, October 22
Friday, October 23
Saturday, October 24
Sunday, October 25
2nd Floor Lobby
Centennial Hall
Conference Room I
Conference Room II
Conference Room III
Conference Room IV
International Conference Hall I
International Conference Hall II
International Conference Hall III
Kyoto Station Tourist Bus Terminal
Pig & Wistle
  • Closing and Awards Ceremony
  • Closing Plenary
  • Coffee Break
  • Colloquium
  • Invited Colloquium
  • JSLW EAB Meeting
  • Lunch
  • Networking
  • Opening Ceremony
  • Opening Plenary
  • Opening Reception
  • Paper
  • Registration and Check In
  • Roundtables
  • Roundtables and Discussions
  • Roundtables and Workshops
  • Social Event
  • Special Session
  • Sponsored Session
  • Popular