SSLW2024

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SSLW2024

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10:15am MST

Charting the course together: A case study of three multilingual university students enrolled in a longitudinal tutoring program San PedroKathryn Watkins • Laura Vance • Wilson Hurdle • Sam Charles • Irina Arevalo Valverde Designing an online reading and writing course: Content, caveats, and accessibility RinconHeidi Wright Strategies for fostering writing: Some insights shared by ethnic (minority) students from global south Santa CruzJagadish Paudel Who provides better written corrective feedback, generative AI or teachers? CatalinaJames Hartshorn • Austin Pack • Natasha Gillette • Juan Escalante • Ammon Hunt ‘I feel like I’m working for AT&T’: Managerialist tactics for cutting ESL college writing courses TucsonLinda Harklau • Tu Thi Cam Dang “I am glad that you use Chinese”: From “English-only” to translanguaging in a first-year composition course Santa RitaAndy Jiahao Liu

10:45am MST

AI feedback in writing education: Addressing lower and higher order concerns. CatalinaJini Jung Developing shared curriculum for online writing courses with L2 writers in mind: Challenges and opportunities RinconMariya Tseptsura ESL 016 writing IIIB: Yet another exercise in humility TucsonTony Silva Navigating “standards” and linguistic realities: Cultivating inclusive spaces in the writing center San PedroGhada Gherwash Self-regulated strategy development with and without peer interaction for improving high school students’ L2 persuasive essay revisions' Santa CruzAlbert W. Li The challenge of translanguaging pedagogy to promote social justice in the ESL writing classroom Santa RitaEugenia Vasilopoulos • Anamaria Bodea

11:15am MST

Addressing students’ resistance to language mixing in their own writing: Using literary models to counter the power of English and valorize other languages Santa RitaCarol Severino • Tamar Bernfeld Demystifying administration in a transnational writing program: The role of Graduate Assistant Directors TucsonWei Xu • Hongni Gou • Jaime Mejia Mayorga • Emily Palese • Christine Tardy Multilingual writing in undergraduate research RinconClaudia Kunschak The ecology of intention in academic writing San PedroMira Bekar Writing micro-processes: An emerging terrain Santa CruzNaseh Nasrollahi Shahri • J. Elliott Casal

1:00pm MST

A metadisciplinary exploration of the role of race in JSLW scholarship RinconTracy Iftikar Metacognitive judgments of L2 writers in response to AI genre-feedback CatalinaIssam Rian Perspectives on professionalization for transnational academic job market ecologies Santa CruzJosie Portz • Joseph Wilson Revolutionizing writing skills: Unveiling the influence of robot-assisted multimodal composition on L2 learners' audience awareness Santa RitaHanieh Shafiee Rad • Babak Daneshvar Ghorbani The story less told: Analysis of non-empirical research in the Journal of Second Language Writing TucsonXueyi Yuan

1:30pm MST

AI-driven feedback vs peer feedback: Perspectives of Chinese EFL students CatalinaCong Annie Zhang • Junju Wang Building the bridge to inclusive, equitable, and anti-racist practices: The case of a writing program RinconParva Panahi Implementing critical language pedagogy: 3 ideas that second language writing teachers can explore Santa CruzDilara Avci L2 students’ perceptions on the use of generative artificial intelligence (GAI) tools in synthesis writing Santa RitaJuyeon Yoo Mapping the terrain of L2 Chinese reading and writing research: A thirty-year scoping review TucsonMatt Coss • Kevin Fedewa • Charlene Polio

2:00pm MST

A critique of the antiracist model and a capability proposal for multilingual writing on the US-Mexico border RinconBarry Thatcher Can AI help written corrective feedback stay truly manageable, meaningful, timely, and effective? Balancing feedback methods for foreign language teachers to aid student self-editing skills and writing developm... CatalinaAna Ruiz Alonso Bartol • Sam Davidson Linguistic justice through Global Englishes in first-year composition: Possibilities and challenges Santa CruzBinod Dhami Machine translation as a form of feedback on L2 writing Santa RitaMiyuki Sasaki • Mizumoto Atsushi • Paul Kei Matsuda Tracing the concept of English writing in the Chinese national English curriculum: 1902-2011 TucsonMingrui Qiao

3:00pm MST

Exploring collaborative writing for beginner adult Immigrants learning French in Canada RinconGabriel Michaud • Mariane Parent • Kim McDonough Exploring the potential for ChatGPT as an automated essay scoring tool: Can ChatGPT rate writing like a human? CatalinaAndrea Gjorevski • Mimi Li From literary words to social worlds: Exploring EFL learners' identities in a critical literacy course San PedroYi-Hsuan Gloria Lo The effects of pedagogical translanguaging in written metalinguistic feedback on learners’ accuracy of Spanish past tenses Santa RitaFrancisco de Borja Navarro Rodriguez • Hui-Tzu Min The importance of paragraphs in undergraduate writing: Faculty perceptions TucsonSara Cushing • Chiho Young-Johnson • Laura Yi Tan

3:30pm MST

A collaborative auto-ethnographic study on functions and self-perceptions of translanguaging practices in academic writing San PedroXinyue Shui • Yifan Wu Enhancing English writing proficiency with generative AI: A student-centric approach in Chinese ESL education CatalinaYiyang Li JFL learners' engagement with text-chat peer feedback and L2 writing development Santa RitaYasuko Okano Teachers’ cognition in responding to student writing TucsonMark Howard Sullivan The effect of task complexity on second language learners’ integrated writing: Comparing collaborative and independent writing conditions RinconIsabella Montaña • YouJin Kim • Dayoung Joo

4:00pm MST

Appraisal analysis of generic moves in literature reviews: Attitude and graduation RinconJun Zhao Comparing the key lexico-grammatical features of research papers and reports by ChatGPT and EFL students: A corpus-based study San PedroMichelle Richter Exploring student perceptions of AI: a case study in a semester-long themed course on the applications and the use of GenAI in higher education CatalinaGözde Durgut Instructors’ ability to distinguish between verbatim copying and paraphrasing in L2 student source-based writing TucsonStephen Doolan Investigating the effectiveness of online audio feedback in CSL writing Santa RitaJia Wang

4:45pm MST

Citation practices in findings and discussion sections of quantitative and qualitative research articles South BallroomJianwu Gao • Quy Pham • Charlene Polio Clarifying vague descriptions of grammar usage in assessment rubrics via a multidimensional analysis of disciplinary student writing North BallroomGe Lan • Shelley Staples Intertextual education for multilingual students: Pedagogical resources from the Chinese context Santa RitaYongyan Li Move swings: How expert writers structure introductions across six academic disciplines RinconGrant Eckstein • Jacob Rawlins • Elizabeth Hanks • Haley Briggs Plurilingual writing for publication at a bilingual, semi-peripheral Canadian college San PedroJames Corcoran • Fiona Patterson The AI-assisted classroom: ChatGPT's impact on L2 writing processes and outcomes CatalinaSohyeon Lee What does spoken word poetry have to do with academic writing? TucsonJennifer Burton

5:15pm MST

Agency, annotation, archive: Personalizing literacy in EAP San PedroMary Helen Callier • Halley Roberts • Jane Huffman • Alfred Owusu-Ansah Languages of publication of high-quality Mexican scholarly journals CatalinaArturo Mendoza Ramos SLW teachers’ pedagogical knowledge and instructional practices with mentor texts TucsonAngela Hakim • Emily Palese • Christine Tardy The challenges of citing from multiple sources for L2 writers Santa RitaRosa Emilia Pezoa Tudela Validity, reliability, and feasibility in the measurement of L2 writing accuracy North BallroomNathan Burgess • James Hartshorn “I dunno, as long as it proves my point”: A Concept-Based approach to teaching citation and intertextuality to multilingual writers South BallroomJ. Elliott Casal • Yiran Xu