SSLW2024

SSLW2024

1:15pm MST

Using translanguaging strategies in L2 writing support

Thursday November 14, 2024 1:15pm - 1:45pm MST

Translanguaging practices involve validating the use of any or all of a student’s languages and can improve learning and writing processes for multilinguals. Writing instructors and writing center professionals can learn specific strategies to facilitate and support such practices for multilingual writers who wish to employ them.

Presenters

Karen Barto

Writing Specialist, Writing Skills Improvement Program

Karen Barto, PhD is a Writing Specialist at the Writing Skills Improvement Program at the University of Arizona and an English Language Specialist for the U.S. Department of State. Karen supports academic writers with instruction, consultation, coaching, and editing and trains English... Read More →

Thursday November 14, 2024 1:15pm - 1:45pm MST
Santa Rita

Workshop, A1

1:45pm MST

Rethinking the tutoring relationship: Providing long-term equitable support for multilingual writers

Thursday November 14, 2024 1:45pm - 2:15pm MST

This workshop describes the design and outcomes of a longitudinal, writing-center-based peer tutoring program and accompanying tutor training curriculum, providing a data-rich model other L2 specialists can draw upon to reimagine equitable support for mul

Presenters

Mabel Court

Writing Tutor, Brigham Young University

Kathryn Watkins

Nicholas Day

Brigham Young University

Paige Osguthorpe

Brigham Young University

Lily Jensen

Brigham Young University

Thursday November 14, 2024 1:45pm - 2:15pm MST
Santa Rita

Workshop, A2

2:15pm MST

Social locations, linguistic landscapes, and social, linguistic justice design

Thursday November 14, 2024 2:15pm - 2:45pm MST

Come develop a research-based visual metaphor with strategies for strengthening multilingual student support at your institution. Discussion will consider how to leverage diverse institutional perspectives and multifaceted sociolinguistic identities to develop a more holistic understanding of your institutional literacy ecosystem. Hands-on engagement; no art background needed, critical thinking required.

Presenters

Analeigh Horton

Assistant Professor, Fairleigh Dickinson University

Thursday November 14, 2024 2:15pm - 2:45pm MST
Santa Rita

Workshop, A3

3:15pm MST

Nurturing the seeds of teaching for transfer thinking and action in second language writing instruction

Thursday November 14, 2024 3:15pm - 3:45pm MST

Promoting students' learning transfer is a fundamental goal of L2 writing instruction. However, teaching for transfer involves numerous challenges. This interactive workshop includes a discussion of these challenges and a demonstration of concrete tools that L2 writing instructors can use with their students to help promote learning transfer.

Presenters

Mark James

Arizona State University

Heon Jeon

Assistant Professor in Residence, University of Connecticut

Thursday November 14, 2024 3:15pm - 3:45pm MST
Santa Rita

Workshop, B1

3:45pm MST

Classroom of the future: Second language writing with AI tools

Thursday November 14, 2024 3:45pm - 4:15pm MST

This workshop will demonstrate the importance of AI tools for multilingual composition classrooms. It will outline the affordances of AI tools for helping ESL students brainstorm, proofread, and revise their papers. The presenter will focus on pedagogical implications of AI to develop multilingual literacy skills and provide space for critical thinking.

Presenters

Alexandra Krasova

English Instructor, Indiana University of Pennsylvania

Thursday November 14, 2024 3:45pm - 4:15pm MST
Santa Rita

Workshop, B2

4:30pm MST

An investigation of learning transfer in multilingual writers' digital multimodal composing tasks and academic writing

Thursday November 14, 2024 4:30pm - 5:00pm MST

Some scholars have suggested that multilingual students may transfer the rhetorical knowledge acquired in DMC tasks to academic writing contexts (Hafner, 2014). However, little research has examined multilingual writers’ trajectory from DMC to academic writing tasks. To this date, evidence is lacking to substantiate the claim that DMC can serve “as a bridge to the subsequent academic writing task” (Hafner, 2014, p. 681). This study investigates learning transfer across these two types of tasks. The findings will make a significant contribution to the field by shedding light on how multilingual writers apply knowledge from DMC to academic writing tasks.

Presenters

Marlene Tovar

Graduate Teaching Associate, Arizona State University

Thursday November 14, 2024 4:30pm - 5:00pm MST
Santa Rita

Paper, C1

5:00pm MST

Fostering rhetorical agency in L2 writers through multimodal writing

Thursday November 14, 2024 5:00pm - 5:30pm MST

This study aims to promote rhetorical agency in second language writers by providing them creative space with multimodal writing assignments. The preliminary findings will offer implications for promoting rhetorical agency in second language writing contexts, emphasizing the role of multimodal writing in enhancing students' critical awareness.

Presenters

Mukaddes Coban Postaci

The University of Arizona

Thursday November 14, 2024 5:00pm - 5:30pm MST
Santa Rita

Paper, C2

5:30pm MST

Public writing in a second language

Thursday November 14, 2024 5:30pm - 6:00pm MST

I interrogate the systematic indifference toward public writing in an L2 and make a case for the importance of researching, teaching, and practicing public writing in an L2. In addition, I offer pedagogical guidelines concerning the “where” and “how” of teaching public writing in an L2.

Presenters

Zhaozhe Wang

University of Toronto

Thursday November 14, 2024 5:30pm - 6:00pm MST
Santa Rita

Paper, C3

10:15am MST

“I am glad that you use Chinese”: From “English-only” to translanguaging in a first-year composition course

Friday November 15, 2024 10:15am - 10:45am MST

Employing an autobiographical approach, this paper shares the language policy shifts from “English-only” to translanguaging in a first-year composition course at a Sino-US partnership program. Particularly, this paper showcases the ecological intersection of personal, emotional, and institutional factors and their influences on identity reconstruction of an early career writing faculty.

Presenters

Andy Jiahao Liu

Global Professor of English, University of Arizona

Greetings! I am Andy Jiahao Liu, currently a Global Professor of English teaching international Foundations Writing courses at the University of Arizona. My research interests lie in second language writing, English for research publication purposes, and language testing and assessment... Read More →

Friday November 15, 2024 10:15am - 10:45am MST
Santa Rita

Paper, D1

10:45am MST

The challenge of translanguaging pedagogy to promote social justice in the ESL writing classroom

Friday November 15, 2024 10:45am - 11:15am MST

This qualitative study explores the potential for translanguaging pedagogies to promote social justice in ESL writing classrooms. Findings offer a snapshot of the challenges, constraints, affordances, and potential for translanguaging pedagogies to foster inclusion, thus reframing our understanding of how and what social justice can be in the ESL writing classroom.

Presenters

Eugenia Vasilopoulos

Assistant Professor (LTA), Concordia University

Anamaria Bodea

Concordia University

Friday November 15, 2024 10:45am - 11:15am MST
Santa Rita

Paper, D2

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

Friday November 15, 2024 11:15am - 11:45am MST

This presentation explores student reluctance to language mix in writing and proposes a literary reading-creative writing unit to address that resistance, as well as to foster critical language awareness, valorize students’ other languages, and counter English domination. The researchers will pilot and assess the unit and report the results.

Presenters

Carol Severino

Professor of Rhetoric, University of Iowa

A professor in the Rhetoric Department, I direct the University of Iowa Writing Center and study second language writing and writers there. Lately, I have been studying and writing about L2 writing development. I also write creatively about travel and culture. Away from the university... Read More →

Tamar Bernfeld

University of Iowa

Friday November 15, 2024 11:15am - 11:45am MST
Santa Rita

Paper, D3

1:00pm MST

Revolutionizing writing skills: Unveiling the influence of robot-assisted multimodal composition on L2 learners' audience awareness

Friday November 15, 2024 1:00pm - 1:30pm MST

In this study, we examined the potential of a robot-assisted multimodal composition methodology to enhance L2 students' audience awareness in English writing. Students improved their awareness of their audience through a robot-assisted writing course. This interplay between processes resulted in the students' enhanced audience sensitivity.

Presenters

Hanieh Shafiee Rad

Shahrekord University

Babak Daneshvar Ghorbani

Iran University of Science and Technology

Friday November 15, 2024 1:00pm - 1:30pm MST
Santa Rita

Paper, E1

1:30pm MST

L2 students’ perceptions on the use of generative artificial intelligence (GAI) tools in synthesis writing

Friday November 15, 2024 1:30pm - 2:00pm MST

This multiple-case study examined L2 writers’ perceptions of using generative artificial intelligence (GAI) tools in synthesis writing. Findings demonstrated that GAI had significant shortcomings in creating effectives syntheses. Moreover, mixed viewpoints were reported regarding the timing of GAI use as a writing tool, and teaching it directly to young learners.

Presenters

Juyeon Yoo

Assistant Professor, Ball State University

Friday November 15, 2024 1:30pm - 2:00pm MST
Santa Rita

Paper, E2

2:00pm MST

Machine translation as a form of feedback on L2 writing

Friday November 15, 2024 2:00pm - 2:30pm MST

This mixed-methods study compared comprehensive teacher corrective feedback (TCF) with machine translation (MT) as feedback. 23 Japanese students received both TCF and MT as feedback before revising their picture description. TCF increased complexity whereas MT improved accuracy and fluency. Engagement with each feedback type explained the variance in outcomes.

Presenters

Miyuki Sasaki

Waseda University

Mizumoto Atsushi

Kansai University

Paul Kei Matsuda

Professor of English and Director of Second Language Writing, Arizona State University

Paul Kei Matsuda is Professor of English and Director of Second Language Writing at Arizona State University, where he works closely with doctoral students specializing in second language writing from various disciplinary perspectives. Paul is Founding Chair of the Symposium on Second... Read More →

Friday November 15, 2024 2:00pm - 2:30pm MST
Santa Rita

Paper, E3

3:00pm MST

The effects of pedagogical translanguaging in written metalinguistic feedback on learners’ accuracy of Spanish past tenses

Friday November 15, 2024 3:00pm - 3:30pm MST

This study explored the effects of using pedagogical translanguaging in metalinguistic written feedback (WCF) on learners’ accurate use of two Spanish past tenses. The findings suggest that accessing learners’ full linguistic repertoire while providing metalinguistic WCF is a viable strategy to increase students’ correct use of the two tenses.

Presenters

Francisco de Borja Navarro Rodriguez

Ph.D. Candidate, Cheng Kung University

Hui-Tzu Min

Distinguished Professor, National Cheng Kung University

Friday November 15, 2024 3:00pm - 3:30pm MST
Santa Rita

Paper, F1

3:30pm MST

JFL learners' engagement with text-chat peer feedback and L2 writing development

Friday November 15, 2024 3:30pm - 4:00pm MST

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.

Presenters

Yasuko Okano

Associate professor, Kobe University

Friday November 15, 2024 3:30pm - 4:00pm MST
Santa Rita

Paper, F2

4:00pm MST

Investigating the effectiveness of online audio feedback in CSL writing

Friday November 15, 2024 4:00pm - 4:30pm MST

This study examines the effectiveness of online audio feedback in advanced Chinese as a Second Language (CSL) writing courses over a 16-week period. Employing a mixed-methods approach, we find that audio feedback could significantly enhance student writing. Positive student perceptions underscore the feedback’s effectiveness in improving their writing and engagement.

Presenters

Jia Wang

Nanjing University

Friday November 15, 2024 4:00pm - 4:30pm MST
Santa Rita

Paper, F3

4:45pm MST

Intertextual education for multilingual students: Pedagogical resources from the Chinese context

Friday November 15, 2024 4:45pm - 5:15pm MST

To develop multilingual students’ intertextual competence, a valuable source of pedagogical materials would be the relevant ideas, texts, practices, and cases concerning the issue of plagiarism from the students’ L1 context. In this talk, lines of evidence from the Chinese context will be presented, with their pedagogical value pointed out.

Presenters

Yongyan Li

Hong Kong University

Friday November 15, 2024 4:45pm - 5:15pm MST
Santa Rita

Paper, G1

5:15pm MST

The challenges of citing from multiple sources for L2 writers

Friday November 15, 2024 5:15pm - 5:45pm MST

This presentation outlines source-based writing processes used by second language learners of English in an academic writing course in Chile. Preliminary findings reveal the strategies used and challenges faced by these participants when incorporating information from multiple sources their own texts.

Presenters

Rosa Emilia Pezoa Tudela

PhD Student, University of Auckland

Friday November 15, 2024 5:15pm - 5:45pm MST
Santa Rita

Paper, G2

9:00am MST

Corpus-based materials implementation in second language writing courses: Understanding teachers' beliefs and experiences

Saturday November 16, 2024 9:00am - 9:30am MST

This study tracks and explores 8 participating instructor’s implementation process of corpus-based materials in first-year writing courses for L2 writers. Focusing on their teaching experiences and feedback through classroom observations, focus groups and survey responses, the study offers insights into practices for DDL implementation, materials creation and research design.

Presenters

Anh Dang

University of Arizona

Hui Wang

University of Arizona

Shelley Staples

University of Arizona

Saturday November 16, 2024 9:00am - 9:30am MST
Santa Rita

Paper, H1

9:30am MST

Instructors' evolving understanding through the implementation of corpus-based pedagogy: a case study

Saturday November 16, 2024 9:30am - 10:00am MST

This presentation introduces two non-specialist instructors' understanding of corpus-based pedagogy in L2 writing classes before, during, and after implementing corpus materials. It explores how their perceptions evolve over a semester through surveys, interviews, and reflections, offering insights into corpus pedagogy and informing future professional development in L2 writing contexts.

Presenters

Hui Wang

University of Arizona

Anh Dang

University of Arizona

Shelley Staples

University of Arizona

Saturday November 16, 2024 9:30am - 10:00am MST
Santa Rita

Paper, H2

10:15am MST

Using cognitive linguistics for teaching cohesive devices of contrast in graduate EAP contexts

Saturday November 16, 2024 10:15am - 10:45am MST

This presentation explores how EAP instruction can benefit from incorporating insights from cognitive linguistics (CL) delivered through activities grounded in concept-based language instruction (CBLI) upon the example of English cohesive devices of contrast.

Presenters

Natalia Dolgova

Teaching Associate Professor, George Washington University

Saturday November 16, 2024 10:15am - 10:45am MST
Santa Rita

Paper, I1

10:45am MST

Construction and evaluation of data-driven learning modules for EFL writers' hedging in academic English

Saturday November 16, 2024 10:45am - 11:15am MST

This experimental study examined how and to what extent direct (i.e., hands-on corpus use) or indirect (i.e., hands-off corpus use) online data-driven learning modules were able to assist Chinese L2 writers in using more appropriate hedging in their academic English (i.e., in patterns and frequencies closer to native English-speaking writers).

Presenters

Adam Pfau

Michigan State University

Saturday November 16, 2024 10:45am - 11:15am MST
Santa Rita

Paper, I2

11:15am MST

A true longitudinal corpus study of lexical competence of L2 writing

Saturday November 16, 2024 11:15am - 11:45am MST

This true longitudinal study explored the lexical development using the two learner corpora of L2 university English majors. The data included 619 pieces of writing, 462,842 tokens. The results from the VocabProfile program suggest the students can develop their leixical competence when exposing themselves to more advanced English reading sources.

Presenters

Jiraporn Dhanarattigannon

Assistant Professor Dr., Kasetsart University

Pong-ampai Kongcharoen

Assistant Professor, Kasetsart University

Tirote Thongnuan

Kasetsart University

Saturday November 16, 2024 11:15am - 11:45am MST
Santa Rita

Paper, I3

1:00pm MST

Unraveling ESL writers’ engagement with ChatGPT: Insights and implications for writing enhancement

Saturday November 16, 2024 1:00pm - 1:30pm MST

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.

Presenters

Ali Kushki

Purdue University

Mohammad Rahimi

Shiraz University

Saturday November 16, 2024 1:00pm - 1:30pm MST
Santa Rita

Paper, J1

1:30pm MST

Crafting identity through thesis writing process: A study of English as an additional language master's students' citation practices

Saturday November 16, 2024 1:30pm - 2:00pm MST

The presentation reports on a study that investigated how L2 master’s students developed their writer identity through citation practices in their theses supported by a writing course. Findings underscore the need for explicit instruction and supportive contexts in the thesis writing process.

Presenters

Fangzhi He

Davidson College

Saturday November 16, 2024 1:30pm - 2:00pm MST
Santa Rita

Paper, J2