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Venue: Conference Room IV clear filter
Friday, October 23
 

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

10:35 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

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 K–12 and higher education.
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

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

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

13:55 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 interactions, and institutional support.
Speakers
MZ
FL
Friday October 23, 2026 13:55 - 14:25 JST
Conference Room IV
  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

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

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 reflection in writing classrooms.
Speakers
RY
KW
Friday October 23, 2026 16:05 - 16:35 JST
Conference Room IV
  Paper
 
Saturday, October 24
 

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 writing.
Speakers
MY
Saturday October 24, 2026 09:30 - 10:00 JST
Conference Room IV
  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

10:40 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

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

11:45 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

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

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

13:55 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

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

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

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

16:40 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
 
Sunday, October 25
 

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 writing.
Speakers
SI
Sunday October 25, 2026 09:30 - 10:00 JST
Conference Room IV
  Paper

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 ownership.
Speakers
JI
Sunday October 25, 2026 10:05 - 10:35 JST
Conference Room IV
  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 languages.
Speakers
IK
Sunday October 25, 2026 10:40 - 11:10 JST
Conference Room IV
  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

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 expertise.
Speakers
LR
MA
RM
Sunday October 25, 2026 12:45 - 13:15 JST
Conference Room IV
  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

13:55 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
 
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