SSLW2024

SSLW2024

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9:00am MST

Assessing the relationship between written corrective feedback and depth of processing and their effect on second language writing performance TucsonRonald Leow • Mahmoud Abdi Tabari • Christopher Nicklin Beyond Languages: Exploring Media Literacy Practices and Translingual Writing of Chinese International Students RinconMenghong Lin Corpus-based materials implementation in second language writing courses: Understanding teachers' beliefs and experiences Santa RitaAnh Dang • Hui Wang • Shelley Staples How refugee-background writers develop L2 writing proficiency: A constructivist grounded theory study CatalinaMiriam Moore Passages into re-imagining first year writing as a multilingual community North BallroomSoo Hyon Kim • Denise Desrosiers Shifting to asynchronous teaching in a transnational writing program: Opportunities, challenges, and considerations South BallroomChristine Tardy • Emily Palese • Wei Xu

9:30am MST

Connecting the word to the world in EFL writing North BallroomBakhtiar Naghdipour EAL students’ investment in writing through digital multimodal composing RinconYanhong Zuo How effective is feedback for L1, L2, and FL learners’ writing? A meta-analysis TucsonSina Scherer • Steve Graham • Vera Busse Instructors' evolving understanding through the implementation of corpus-based pedagogy: a case study Santa RitaHui Wang • Anh Dang • Shelley Staples Redesigning a WAC/WID program for multilingual writers South BallroomSarah Snyder • Sara Amani • Kevin Kato • Martha Martinez Teaching summary writing to adult refugee ESL learners CatalinaKatie Hibner • Diane D. Belcher

10:15am MST

Sentence level feedback and discourse level feedback: Scholars insights into the state of the research TucsonLynn Goldstein • Robert Kohls Using cognitive linguistics for teaching cohesive devices of contrast in graduate EAP contexts Santa RitaNatalia Dolgova “I use the textbook but do it my way”: Individualizing EAP writing instruction in a standardized curriculum RinconMayumi Fujioka

10:45am MST

Construction and evaluation of data-driven learning modules for EFL writers' hedging in academic English Santa RitaAdam Pfau Focus on form in heritage language writing instruction: A need or a whim? RinconAngelina Rubina • Olesya Kisselev • Irina Dubinina Understanding teacher feedback literacy in L2 writing: A needs analysis TucsonHeeJoon Choi

11:15am MST

A true longitudinal corpus study of lexical competence of L2 writing Santa RitaJiraporn Dhanarattigannon • Pong-ampai Kongcharoen • Tirote Thongnuan Accidental power: Interactions between peer readers and multilingual writers TucsonLisa DiMaio Privileging voice in the multilingual writing classroom: Considerations and practical applications RinconMariah Fairley • Alissa Nostas • Susanne Rizzo

1:00pm MST

Resilience in action: How L2 graduate writers navigate academic challenges RinconElena Kallestinova • Eric Grunwald Teachers' reactions and assessments in the L2 students' papers written with the assistance of ChatGPT CatalinaHae Ryun Park Unraveling ESL writers’ engagement with ChatGPT: Insights and implications for writing enhancement Santa RitaAli Kushki • Mohammad Rahimi Whole-person reciprocal mentoring as a literacy practice TucsonChristine Pearson Casanave • Yongyan Li

1:30pm MST

Beyond academic language socialization: What do students get out of EAP writing classes? RinconHeike Neumann • Sandra Zappa-Hollman • Saskia Van Viegen Crafting identity through thesis writing process: A study of English as an additional language master's students' citation practices Santa RitaFangzhi He “It's like a one-to-one kind of tutor for my writing”: Multilingual graduate writers’ uses and views of GenAI feedback TucsonSophia Minnillo • Dana Ferris

2:00pm MST

L2 students engagement with ChatGPT in a research writing course: A genre related episode (GRE) approach CatalinaSara Nezami Nav Saudi graduate students’ experiences in writing for publication: A narrative inquiry RinconBasim Alamri