Our survey of R1 graduate students reveals a strong resilience in L2 graduate writers that helps them cope with writing tasks. Despite lower self-ratings in grammar, vocabulary, and editing skills, L2 students show surprising confidence in other aspects of writing, which correlates with resilience toward broader psychological stressors.
The study examines ChatGPT's and teachers' assessments of college students' writing regarding organization, content, language, and grammar. Semi-structured interviews are conducted, followed by teachers' assessments of the student's papers and ChatGPT's feedback. Preliminary findings show ChatGPT's consistency in grammatical corrections, whereas teachers provide more comprehensive feedback on content and structure.
This study explored ESL writers’ interactions with ChatGPT, an AI chatbot. Participants, four females and six males from various backgrounds, interacted with ChatGPT for writing. Findings indicated satisfaction with ChatGPT’s assistance. Comparing essays with ChatGPT-revised versions enhanced learning outcomes, suggesting ChatGPT’s potential as an effective instructional tool for L2 writing.
In the decade since we last presented on the topic of reciprocal mentoring at SSLW, our interactions have continued to benefit us both at later stages in our careers. We give examples of how mutual professional and life co-mentoring can positively influence L2 scholars’ writing, publishing, and graduate student advising.
