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, and relational pedagogy.
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.
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.
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.
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.
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.
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.
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 overall writing quality.
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 EAP classrooms.
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.
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 while maintaining their authorial voice.
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 engagement with antiracist theories and their practices in the classroom.
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.
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.
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.
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 →
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.
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.
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 occasional feedback inconsistencies.
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.
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.
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 on L2 learning and L2 writing.
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.
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 improvement, however, varied individually.
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.
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.
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.
