SSLW2024

SSLW2024

1:15pm MST

Agency in the elementary school writing process: A positioning analysis of mother-son homework help TucsonAngel Steadman • Hayriye Kayi-Aydar • Kade Downs • Kate Shea Data-driven approaches to academic writing: Development of language and genre awareness using AI-generated passages RinconHyung-Jo Yoon • Jung Min Lim Examining the influence of task repetition and task rehearsal on L2 written production across different proficiency levels CatalinaMahmoud Abdi Tabari How language learning and writing experience contribute to the development of L2 writing teacher expertise North BallroomNur Yigitoglu Aptoula • Diane D. Belcher Scholarship on SLW: 2023 in review South BallroomCarolina Pelaez-Morales • Carol Severino • Colleen Brice • Lia Plakans • Susanah • Xinyue Shui

1:45pm MST

Exploring multilingual genre knowledge repertoire in the process of recontextualization in academic writing RinconGilberto Pereira Exploring student feedback literacy of JFL learners at the beginner level: An ecological perspective TucsonJun Takahashi Representations of second language writing and writers in academic discourse: A diachronic corpus-assisted discourse study CatalinaQudus Adebayo The intersection of institutional ecologies and L2 writing teacher adaptive expertise and identity North BallroomMarie Webb • Stefan Vogel Trans-studies on writing for English as an additional language South BallroomGe Lan • Yachao Sun

2:15pm MST

Enhancing L2 students’ agency through the systematic integration of rubrics into the feedback-revision process TucsonGhada Gherwash • Elena Taylor Shaping perceptions around language diversity in the first-year writing classroom South BallroomTodd Ruecker • Hannah Locher Writing transfer of international college students doing Writing about Writing CatalinaNoah McGeorge “You should talk about if you were a superhero”: Genre knowledge in multilingual Pacific Islander adolescent girls writing statements of purpose North BallroomBetsy Gilliland • Priscila Leal

3:15pm MST

"Revising is bittersweet": Mediating perezhivanie in Concept-based Language Instruction of L2 revision North BallroomTerrence (Tianzhi) Zhang Navigating through the process of academic writing and publishing: The experiences of multilingual scholars in Greater China CatalinaXiatinghan Xu Re-exploring writer-reader interaction: Visual metadiscourse in EAP students’ infographics South BallroomMimi Li • John Gibbons “Avoid fancy words?” “Yeah, like don’t make your readers 不明觉厉”: A case of academic English teachers’ multilingual collaboration in EMI TucsonKevin Fedewa • Jiayan Zhang

3:45pm MST

Activating funds of knowledge via intercultural interaction in introductory composition TucsonHadi Banat • Bradley Dilger • Phuong Tran • Rebekah Sims Scholarly writing standards and multilingual writers: An exploration of language editing services from an affect perspective CatalinaChunhong Liu Sustainable ecologies of L2 writing teacher knowledge: Moving from expertise to professionalization North BallroomLisya Seloni Toward a theory, practice, and pedagogy of trans-modal second-language composition South BallroomMark Dressman

4:30pm MST

An investigation of learning transfer in multilingual writers' digital multimodal composing tasks and academic writing Santa RitaMarlene Tovar Directed self-placement for multilingual writers: Providing student agency to placement into an ecology of first-year college writing TucsonGusztav Demeter Kaplan's other "doodle": The rhetoric matrix and L2 experimentation RinconJay Jordan Writing assessment beliefs and practices of Thai writing teachers CatalinaBee Chamcharatsri

5:00pm MST

A comparative rhetoric of writing and language instruction RinconTyler Carter Fostering rhetorical agency in L2 writers through multimodal writing Santa RitaMukaddes Coban Postaci Prototyping an information-based academic writing assessment CatalinaChengyuan Yu Where did our students go?: Examining the directed self-placement choices of multilingual writers TucsonGrace Lee-Amuzie • Rachel LaMance

5:30pm MST

Linguistic repertoires, institutional data, and the ecology of writing placement TucsonGail Shuck Public writing in a second language Santa RitaZhaozhe Wang

10:15am MST

Charting the course together: A case study of three multilingual university students enrolled in a longitudinal tutoring program San PedroKathryn Watkins • Laura Vance • Wilson Hurdle • Sam Charles • Irina Arevalo Valverde Designing an online reading and writing course: Content, caveats, and accessibility RinconHeidi Wright Strategies for fostering writing: Some insights shared by ethnic (minority) students from global south Santa CruzJagadish Paudel Who provides better written corrective feedback, generative AI or teachers? CatalinaJames Hartshorn • Austin Pack • Natasha Gillette • Juan Escalante • Ammon Hunt ‘I feel like I’m working for AT&T’: Managerialist tactics for cutting ESL college writing courses TucsonLinda Harklau • Tu Thi Cam Dang “I am glad that you use Chinese”: From “English-only” to translanguaging in a first-year composition course Santa RitaAndy Jiahao Liu

10:45am MST

AI feedback in writing education: Addressing lower and higher order concerns. CatalinaJini Jung Developing shared curriculum for online writing courses with L2 writers in mind: Challenges and opportunities RinconMariya Tseptsura ESL 016 writing IIIB: Yet another exercise in humility TucsonTony Silva Navigating “standards” and linguistic realities: Cultivating inclusive spaces in the writing center San PedroGhada Gherwash Self-regulated strategy development with and without peer interaction for improving high school students’ L2 persuasive essay revisions' Santa CruzAlbert W. Li The challenge of translanguaging pedagogy to promote social justice in the ESL writing classroom Santa RitaEugenia Vasilopoulos • Anamaria Bodea

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 Santa RitaCarol Severino • Tamar Bernfeld Demystifying administration in a transnational writing program: The role of Graduate Assistant Directors TucsonWei Xu • Hongni Gou • Jaime Mejia Mayorga • Emily Palese • Christine Tardy Multilingual writing in undergraduate research RinconClaudia Kunschak The ecology of intention in academic writing San PedroMira Bekar Writing micro-processes: An emerging terrain Santa CruzNaseh Nasrollahi Shahri • J. Elliott Casal

1:00pm MST

A metadisciplinary exploration of the role of race in JSLW scholarship RinconTracy Iftikar Metacognitive judgments of L2 writers in response to AI genre-feedback CatalinaIssam Rian Perspectives on professionalization for transnational academic job market ecologies Santa CruzJosie Portz • Joseph Wilson Revolutionizing writing skills: Unveiling the influence of robot-assisted multimodal composition on L2 learners' audience awareness Santa RitaHanieh Shafiee Rad • Babak Daneshvar Ghorbani The story less told: Analysis of non-empirical research in the Journal of Second Language Writing TucsonXueyi Yuan

1:30pm MST

AI-driven feedback vs peer feedback: Perspectives of Chinese EFL students CatalinaCong Annie Zhang • Junju Wang Building the bridge to inclusive, equitable, and anti-racist practices: The case of a writing program RinconParva Panahi Implementing critical language pedagogy: 3 ideas that second language writing teachers can explore Santa CruzDilara Avci L2 students’ perceptions on the use of generative artificial intelligence (GAI) tools in synthesis writing Santa RitaJuyeon Yoo Mapping the terrain of L2 Chinese reading and writing research: A thirty-year scoping review TucsonMatt Coss • Kevin Fedewa • Charlene Polio

2:00pm MST

A critique of the antiracist model and a capability proposal for multilingual writing on the US-Mexico border RinconBarry Thatcher Can AI help written corrective feedback stay truly manageable, meaningful, timely, and effective? Balancing feedback methods for foreign language teachers to aid student self-editing skills and writing developm... CatalinaAna Ruiz Alonso Bartol • Sam Davidson Linguistic justice through Global Englishes in first-year composition: Possibilities and challenges Santa CruzBinod Dhami Machine translation as a form of feedback on L2 writing Santa RitaMiyuki Sasaki • Mizumoto Atsushi • Paul Kei Matsuda Tracing the concept of English writing in the Chinese national English curriculum: 1902-2011 TucsonMingrui Qiao

3:00pm MST

Exploring collaborative writing for beginner adult Immigrants learning French in Canada RinconGabriel Michaud • Mariane Parent • Kim McDonough Exploring the potential for ChatGPT as an automated essay scoring tool: Can ChatGPT rate writing like a human? CatalinaAndrea Gjorevski • Mimi Li From literary words to social worlds: Exploring EFL learners' identities in a critical literacy course San PedroYi-Hsuan Gloria Lo The effects of pedagogical translanguaging in written metalinguistic feedback on learners’ accuracy of Spanish past tenses Santa RitaFrancisco de Borja Navarro Rodriguez • Hui-Tzu Min The importance of paragraphs in undergraduate writing: Faculty perceptions TucsonSara Cushing • Chiho Young-Johnson • Laura Yi Tan

3:30pm MST

A collaborative auto-ethnographic study on functions and self-perceptions of translanguaging practices in academic writing San PedroXinyue Shui • Yifan Wu Enhancing English writing proficiency with generative AI: A student-centric approach in Chinese ESL education CatalinaYiyang Li JFL learners' engagement with text-chat peer feedback and L2 writing development Santa RitaYasuko Okano Teachers’ cognition in responding to student writing TucsonMark Howard Sullivan The effect of task complexity on second language learners’ integrated writing: Comparing collaborative and independent writing conditions RinconIsabella Montaña • YouJin Kim • Dayoung Joo

4:00pm MST

Appraisal analysis of generic moves in literature reviews: Attitude and graduation RinconJun Zhao Comparing the key lexico-grammatical features of research papers and reports by ChatGPT and EFL students: A corpus-based study San PedroMichelle Richter Exploring student perceptions of AI: a case study in a semester-long themed course on the applications and the use of GenAI in higher education CatalinaGözde Durgut Instructors’ ability to distinguish between verbatim copying and paraphrasing in L2 student source-based writing TucsonStephen Doolan Investigating the effectiveness of online audio feedback in CSL writing Santa RitaJia Wang

4:45pm MST

Citation practices in findings and discussion sections of quantitative and qualitative research articles South BallroomJianwu Gao • Quy Pham • Charlene Polio Clarifying vague descriptions of grammar usage in assessment rubrics via a multidimensional analysis of disciplinary student writing North BallroomGe Lan • Shelley Staples Intertextual education for multilingual students: Pedagogical resources from the Chinese context Santa RitaYongyan Li Move swings: How expert writers structure introductions across six academic disciplines RinconGrant Eckstein • Jacob Rawlins • Elizabeth Hanks • Haley Briggs Plurilingual writing for publication at a bilingual, semi-peripheral Canadian college San PedroJames Corcoran • Fiona Patterson The AI-assisted classroom: ChatGPT's impact on L2 writing processes and outcomes CatalinaSohyeon Lee What does spoken word poetry have to do with academic writing? TucsonJennifer Burton

5:15pm MST

Agency, annotation, archive: Personalizing literacy in EAP San PedroMary Helen Callier • Halley Roberts • Jane Huffman • Alfred Owusu-Ansah Languages of publication of high-quality Mexican scholarly journals CatalinaArturo Mendoza Ramos SLW teachers’ pedagogical knowledge and instructional practices with mentor texts TucsonAngela Hakim • Emily Palese • Christine Tardy The challenges of citing from multiple sources for L2 writers Santa RitaRosa Emilia Pezoa Tudela Validity, reliability, and feasibility in the measurement of L2 writing accuracy North BallroomNathan Burgess • James Hartshorn “I dunno, as long as it proves my point”: A Concept-Based approach to teaching citation and intertextuality to multilingual writers South BallroomJ. Elliott Casal • Yiran Xu

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