SSLW2026: Full Schedule

10:00 JST

A methodological synthesis of reformulation research in L2 writing

Friday October 23, 2026 10:00 - 10:30 JST

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

Yushi Ito

Sho Nakai

Yoko Fujisawa

Friday October 23, 2026 10:00 - 10:30 JST
International Conference Hall II

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 response.

Speakers

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 →

Kounosuke Sato

Ryo Saito

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

Yoshiho Satake

Professor, Aoyama Gakuin University

Friday October 23, 2026 11:10 - 11:40 JST
International Conference Hall II

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

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

Atsushi Iida

Aoyama Gakuin University

Bee Chamcharatsri

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

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

Sho Nakai

Natsuko Shintani

Friday October 23, 2026 13:20 - 13:50 JST
International Conference Hall II

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 instruction.

Speakers

Kate Matthews

Grant Eckstein

Friday October 23, 2026 13:55 - 14:25 JST
International Conference Hall 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

Silvia Pessoa

Carnegie Mellon University Qatar

Maria Pia Gomez-Laich

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

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

Thi Thuy Linh Nguyen

Peter Crosthwaite

Friday October 23, 2026 15:30 - 16:00 JST
International Conference Hall 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 of L2 writing.

Speakers

Mikie Nishiyama

Friday October 23, 2026 16:05 - 16:35 JST
International Conference Hall II

Paper

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

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

John Rylander

Catherine LeBlanc

Jacob Dunlap

Saturday October 24, 2026 09:30 - 10:00 JST
International Conference Hall II

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

Alexandra Elizabeth Lee

Saturday October 24, 2026 10:05 - 10:35 JST
International Conference Hall II

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

Hyrum Pastores

Grant Eckstein

Saturday October 24, 2026 10:40 - 11:10 JST
International Conference Hall II

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

Katsuki Oshiro

Yutaka Ishii

Associate Professor, Chiba University

Saturday October 24, 2026 11:15 - 11:45 JST
International Conference Hall II

Paper

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

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

Dwight Atkinson

University of Arizona

Jeroen Gevers

Saturday October 24, 2026 12:45 - 13:15 JST
International Conference Hall 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 brainstorming and revising.

Speakers

Kai-Lin Wu

Saturday October 24, 2026 13:20 - 13:50 JST
International Conference Hall II

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

Yu-Ting Kao

Saturday October 24, 2026 13:55 - 14:25 JST
International Conference Hall II

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

Kendon Kurzer

Paul Kidhardt

Greer Murphy

Saturday October 24, 2026 14:55 - 15:25 JST
International Conference Hall 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

Michelle Johnson

Saturday October 24, 2026 15:30 - 16:00 JST
International Conference Hall II

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

Sophia Minnillo

Aparna Sinha

Saturday October 24, 2026 16:05 - 16:35 JST
International Conference Hall II

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

Man Wai Edward Fung

Saturday October 24, 2026 16:40 - 17:10 JST
International Conference Hall II

Paper

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

Demet Yigitbilek

Lecturer in Residence, Northwestern University Qatar

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

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

Karen Chung-chien Chang

Sunday October 25, 2026 10:05 - 10:35 JST
International Conference Hall II

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

Jia-En Huang

Sunday October 25, 2026 10:40 - 11:10 JST
International Conference Hall II

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 contexts.

Speakers

Dianah Kitiabi

Georgia State University

Sunday October 25, 2026 11:15 - 11:45 JST
International Conference Hall II

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

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

Hadi Banat

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

Ghada Gherwash

Colby College

Grace-Lee Amuzie

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

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

Fan Yang

Rian A. W. Anisanto

David Dalsky

Sunday October 25, 2026 13:20 - 13:50 JST
International Conference Hall II

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 technology.

Speakers

Paper

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