Scholarly focus in TBLT examines task planning’s impact on L2 written production. Bui refined Ellis’ taxonomy by considering task-readiness, distinguishing between task repetition and rehearsal. This study with 180 ESL participants across proficiency levels found task repetition improved written proficiency, irrespective of forewarning, indicating its universal applicability in language teaching.
This corpus-assisted discourse study examines lexical change to track diachronic shifts in second language writing (SLW) research and the discursive representations of second language (L2) writing and writers. The work utilized a purpose-built specialized corpus of the Journal of Second Language Writing spanning 1995-2022.
This qualitative project investigated international students’ transfer of Writing about Writing instruction towards enhanced writing performance within the disciplines. Discussed is course design and the extent to which Writing about Writing instruction promoted writing transfer for this group of learners as they wrote in their respective disciplines.
As part of a larger research project on the choices of topics, methodologies, and theories made by scholars in research and publishing, this study explored the social factors that may affect the English writing and publishing practices of multilingual scholars in the Greater China area.
Following an affect perspective, this study examined the websites of language editing service providers and explored how they mobilized semiotic resources to target potential users and make their services “attractive and essential” in global publishing. It revealed the error-free standard in research writing and the deficit lens of multilingual scholars.
I am a doctoral candidate at Faculty of Education, Simon Fraser University, Canada. My major research interests include EFL writing, feedback, and English for Academic Purposes.
Thursday November 14, 2024 3:45pm - 4:15pm MST
Catalina
The purpose of this study is to explore beliefs of Thai teachers regarding their writing assessment practices. Through mixed-method approach, 70 responses were received in the survey and 22 interviews were conducted. The results indicated the majority of Thai instructors were not prepared or felt confident to assess students’ writing.
This study presents a Multimodal Information-Based Academic Writing (IBAW) Assessment, responding the evolving academic practices in this information age. Findings indicate alignment between test takers’ cognitive processes and the IBAW model (Yu & Zhao, 2021), with test-takers demonstrating iterative implementation but often omitting revision, due to its timed feature.
Chengyuan, with degrees in both (applied) linguistics (B.A., M.A. & Ph.D.) and library & information studies (B.S. & Ph.D. in progress), conducts interdisciplinary research on three main areas:(1) human information behavior in writing,(2) language factors in human information behavior... Read More →
Thursday November 14, 2024 5:00pm - 5:30pm MST
Catalina
Effective written corrective feedback (WCF) methods help students learn to produce more accurate writing. Nevertheless, some WCF methods can be time-consuming. Thus, this study examined the efficacy of a custom AI tool compared with teachers to determine whether it might free ESL writing practitioners to focus on other pedagogical priorities.
This presentation will demonstrate how ChatGPT feedback, based on its distinct generative capabilities, can function as a component of the writing ecology, diverging from conventional AWE feedback. Through a pilot study, I explore how participants interact more extensively with ChatGPT feedback, particularly for higher-order composing concerns.
This study explores the impact of AI-generated genre-feedback on L2 writers' metacognitive judgments and genre knowledge. Through qualitative analysis of interactions with ChatGPT, preliminary findings highlight AI's potential to enhance metacognitive growth, suggesting a complementary role for AI in educational settings to foster deep, reflective learning in L2 writing.
This proposal investigates Chinese EFL students' perceptions of AI-driven versus peer feedback with data from student writing, analyses of peer and AI-generated feedback, students' reflective journals, and in-depth interviews. This paper presentation contributes to the teaching of second language writing by leveraging AI technologies in language education.
Presentation reports research design, implementation, preliminary results, pedagogical implications from study measuring different combinations of teacher-led and AI-led written corrective feedback methods at undergraduate Beginner Spanish course. Namely, non-dynamic/dynamic approaches will test teacher vs. automated feedback methods’ benefits, drawbacks for teacher workloads, student writing development, self-editing skills, writing anxiety
While easy access to ChatGPT affords unprecedented opportunities in language assessment, little research has been done to determine ChatGPT’s use as an AES tool. Our research aims to investigate whether ChatGPT could be reliably used to score English proficiency writing tests for NATO and assist in training efforts across nations.
Associate Professor of Applied Linguistics, Texas A&M University-Commerce
Dr. Mimi Li is an Assistant Professor of Applied Linguistics/TESOL in the Department of Literature and Languages at Texas A&M University-Commerce. Her research areas focus on L2 writing and CALL. Her work has appeared in Journal of Second Language Writing, Computer Assisted Language... Read More →
Friday November 15, 2024 3:00pm - 3:30pm MST
Catalina
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.
This study investigates the impact of a semester-long, AI-themed course on first-year writing students' perceptions of AI's role in higher education. Using a mixed-methods approach, it explores students' attitudes towards AI integration, including its benefits and challenges. Data are collected through pre- and post-course surveys, interviews, and analysis of student work.
This study examines a workshop at the University of Hawaii where multilingual students used ChatGPT for academic writing revisions. It analyzes how interactions with ChatGPT affect students' texts, focusing on grammatical accuracy, coherence, and length. Findings guide best practices for AI integration in second language writing instruction.
In Mexico, high-quality Mexican scholarly journals registered in important regional and international bibliometric databases are increasingly required to publish more in English. This elevates the pressure on Spanish-speaking scholars to publish in this language, sacrificing publication in Spanish and indigenous languages for global visibility and greater prestige in the journal.
Using a sociolinguistic approach, this grounded theory study examined writing practices within a multigenerational refugee family. The purpose of this study was to define features of their second-language writing development during their first year of resettlement in the U.S., and to identify features unique to their experience with displacement.
Academic writing instruction for adult refugee students remains severely under-researched. This case study of two instructors’ techniques for teaching summary writing to this population offers evidence-based pedagogical recommendations and considerations for preparing refugee language-learners for the reading/writing demands of postsecondary study and, ultimately, for the pursuit of better life chances.
This Workshop aims to provide insights on what elements need to be present on academic papers to be published in the Journal of Second Language Writing, major pitfalls, authors’ do’s and don’t’s and appropriate ethical practices; followed by a Q&A.
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.
Adopting Genre Related Episode (GRE) framework, this research explores L2 graduate students' engagement in a comparative analysis of student-produced versus ChatGpt- produced research introduction sections to examine their understanding of research originality.
