This presentation, with collaborative auto-ethnography as methodology, focuses on functions and self-perceptions of translanguaging practices in academic writings of two international doctoral students who specialize in social science. Data collected from archival materials reveal similar and different translanguaging patterns, and possible reasons and language beliefs behind the phenomenon.
This study examines how Generative AI influences English writing skills among Chinese students, integrating their input to develop AI usage guidelines. By analyzing students' experiences and skill improvements through mixed methods, the research aims to provide actionable insights for utilizing AI in English language education, addressing both its benefits and ethical considerations.
We explored Chinese JFL learners' affective, cognitive, and behavioral engagement with peer feedback and its impact on revision quality. Their positive views and recognitions of feedback and its effectiveness fostered active engagements and improved overall revision quality. However, struggles with cognitive and metacognitive strategies may have hindered further writing development.
This is a descriptive analysis of 24 Chinese teachers' cognition in responding to student writing using a framework adapted from Borg (2003). Findings indicated conflicting beliefs and across constructs of classroom context; administration and faculty; L2 learning, teacher training and teaching; and forms of written corrective feedback.
The present study explores the impact of task complexity on L2 learners’ integrated writing in collaborative and independent writing conditions. Participants engaged in integrated listen-to-write tasks with varying complexity levels in both settings. The findings are discussed in light of the different cognitive demands of integrated writing tasks, providing valuable pedagogical insights for TBLT classrooms.
