SLW News, December 2025
Letter from the Editors
Stefan M. Vogel, University at Albany, SUNY, USA
Bakheet S. Almatrafi, Umm Al-Qura University, Saudi Arabia
Ryan J. Good, Association of International Cultural and Educational Exchange, Taiwan
Letter from the Chair
Andy Jiahao Liu, University of Iowa, USA
Designing Multilingual and Intercultural Writing Experiences through Virtual Reality
Jung-Hsien Lin, University of California, Irvine, USA
This article explores how virtual reality (VR) supports multilingual and intercultural writing through two pedagogical contexts at the University of California, Irvine. By integrating immersive reflection and collaborative design, the study illustrates how VR fosters digital storytelling, translanguaging, and multimodal composition, reframing TESOL writing as an embodied and inclusive practice.
Welcome to Jumanji: An Anti-Deficit Research Adventure Centered on Multilingual Learners
Sana Sayed, University of California, San Diego, USA
The proposed teaching activity is a low-stakes, collaborative research assignment designed to help multilingual learners locate sources across different modalities and languages. The purpose is to support multilingual learners’ research and information literacy skills through anti-deficit, culturally responsive pedagogy.
Disciplinary Dialogues on Ungrading in the Second Language Writing Classroom: Implications for L2 Writing Pedagogy
Madeline Crozier Sutton, Duke University, USA
This review delves into the “Disciplinary Dialogues” section on ungrading published in the December 2024 issue of the Journal of Second Language Writing. Advocating for alternative assessment approaches like ungrading, contract grading, and learning-oriented feedback, the discussion encourages instructors to use student-centered practices that align with sound principles in SLW pedagogy.
Beyond the Final Draft: Integrating Generative AI Into Second Language Writing Assessment
Johanathan Woodworth, Mount Saint Vincent University, Canada
This study examines how teachers conceptualise the integration of generative artificial intelligence (GenAI) into second language writing assessment. Drawing on professional development workshops, survey data, and structured reflections, findings show growth in AI literacy, shifts in rubric design, heightened attention to student voice, and increased awareness of equity and accessibility in multilingual writing contexts.
Meet the Experts: An Interview with Umida Hakimova
Ryan Good, Association of International Cultural and Educational Exchange, Taiwan