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Venue: Conference Room II clear filter
Friday, October 23
 

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

10:35 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 sociolinguistic ecology of knowledge production.
Speakers
PH
Friday October 23, 2026 10:35 - 11:05 JST
Conference Room II
  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

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

13:55 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

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

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
 
Saturday, October 24
 

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

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

10:40 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

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 equity.
Speakers
NS
AR
Saturday October 24, 2026 11:15 - 11:45 JST
Conference Room II
  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 instruction.
Speakers
XL
QW
GH
Saturday October 24, 2026 12:45 - 13:15 JST
Conference Room II
  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 writing instruction.
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

13:55 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

14:55 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

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

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

16:40 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 classroom-based writing instruction.
Speakers
NE
YK
Saturday October 24, 2026 16:40 - 17:10 JST
Conference Room II
  Paper
 
Sunday, October 25
 

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

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 assessment practices.
Speakers
TZ
Sunday October 25, 2026 10:05 - 10:35 JST
Conference Room II
  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

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
 
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