Computers and Composition最新文献_第2页

Chinese EFL learners’ engagement with ChatGPT feedback on academic writing: A case study in Malaysia 中国英语学习者对ChatGPT学术写作反馈的参与：以马来西亚为例

Computers and Composition Pub Date : 2026-03-01 Epub Date: 2025-12-26 DOI: 10.1016/j.compcom.2025.102976

Zhang Kailin, Murad Abdu Saeed

{"title":"Chinese EFL learners’ engagement with ChatGPT feedback on academic writing: A case study in Malaysia","authors":"Zhang Kailin, Murad Abdu Saeed","doi":"10.1016/j.compcom.2025.102976","DOIUrl":"10.1016/j.compcom.2025.102976","url":null,"abstract":"<div><div>As Generative artificial intelligence (GenAI) tools such as ChatGPT are becoming increasingly integrated into English as a Foreign Language (EFL) academic writing context, learners’ engagement with AI-generated feedback remains insufficiently examined. This case study investigated how four Chinese EFL postgraduates joining a course in a Malaysian university engaged with ChatGPT feedback while revising their academic research proposals. The study triangulated screen recordings, pre- and post-revision drafts, and stimulated recall interviews. Participants displayed a range of behavioural strategies, including accepting, questioning, rejecting suggestions, annotating visually, and seeking external validation. Affective responses ranged from appreciation and curiosity to doubt and frustration, particularly when feedback appeared conflicting or imprecise. Cognitively, learners applied various strategies such as evaluating, comparing, negotiating feedback, and regulating its use. Yet, they showed differing levels of engagement, shaped by individual perceptions and writing intentions. Importantly, participants regarded ChatGPT as a tool for linguistic refinement rather than content generation. Overall, the findings revealed that learners did not passively receive feedback but interacted with it in agentive and critical ways. The study highlights the interplay among these three dimensions of engagement and the importance of individual differences when evaluating the pedagogical potential of GenAI-generated feedback in academic writing.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"79 ","pages":"Article 102976"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145841247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting online learning for diverse elementary students: A community of inquiry approach to collaborative multimodal composing—processes, products, and perspectives 支持不同小学生的在线学习：协作式多模态写作过程、产品和观点的探究方法社区

Computers and Composition Pub Date : 2025-12-01 Epub Date: 2025-09-12 DOI: 10.1016/j.compcom.2025.102959

Amanda Yoshiko Shimizu , Jill Santos

{"title":"Supporting online learning for diverse elementary students: A community of inquiry approach to collaborative multimodal composing—processes, products, and perspectives","authors":"Amanda Yoshiko Shimizu , Jill Santos","doi":"10.1016/j.compcom.2025.102959","DOIUrl":"10.1016/j.compcom.2025.102959","url":null,"abstract":"<div><div>When the pandemic forced schools online, teachers quickly adapted to meet their students' needs. Despite these efforts, U.S. educational disruptions deepened achievement disparities for students of color and low-income backgrounds. Although many schools have returned to in-person learning, online learning is expanding rapidly, highlighting the need to design it inclusively, especially for elementary-aged students—a group less understood in this context. Guided by a Community of Inquiry (CoI) framework, we first outline how a teacher-researcher partnership purposefully planned and implemented an online writing workshop to support culturally, linguistically and socio-economically diverse third-grade students to develop as a community of engaged learners. Then, we focus on the kinds of learning and interactions that occurred between students during a computer-mediated collaborative multimodal composing (MMC) project as well as their perspectives on their collaborations, learning, and final multimodal products. Findings indicate that MMC with digital tools, when implemented with instruction through a CoI framework that centers teacher, social, cognitive, and learner presence, enables students from all backgrounds to foster essential literacy and 21st-century skills. These findings establish a foundational understanding for teachers and researchers working with young, diverse learners in computer-mediated and online contexts.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"78 ","pages":"Article 102959"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145047857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The band feeling: getting intentional about soundwriting and sonic rhetorics 乐队感觉：在声音创作和声音修辞上很用心

Computers and Composition Pub Date : 2025-12-01 Epub Date: 2025-10-10 DOI: 10.1016/j.compcom.2025.102960

Joe Schicke , Scott Weedon

引用次数: 0

Editorial: Making Space for Digital Writing 社论：为数字写作创造空间

Computers and Composition Pub Date : 2025-12-01 Epub Date: 2025-11-15 DOI: 10.1016/j.compcom.2025.102962

Dr. Jason Tham

引用次数: 0

A Room to Play: The Infrastructure of Game Pedagogy 游戏空间：游戏教育学的基础

Computers and Composition Pub Date : 2025-12-01 Epub Date: 2025-09-12 DOI: 10.1016/j.compcom.2025.102958

Courtney Rivard , DA Hall , Stephanie Kinzinger , Doug Stark

{"title":"A Room to Play: The Infrastructure of Game Pedagogy","authors":"Courtney Rivard , DA Hall , Stephanie Kinzinger , Doug Stark","doi":"10.1016/j.compcom.2025.102958","DOIUrl":"10.1016/j.compcom.2025.102958","url":null,"abstract":"<div><div>This article argues that the work of teaching writing with video games starts before the syllabus, the assignment, and the lesson plan: First, there must be an <em>infrastructure for game pedagogy</em>. Drawing on our experiences at the University of North Carolina, Chapel Hill, we explain that various material considerations – from consoles to classroom furniture, and from grant-funding to graduate students – were necessary to build our game-based classroom, the Greenlaw Gameroom, and the Critical Game Studies Program it facilitates. Our primary aim has been to foster what we call <em>collaborative close play</em>, which is a method of game analysis that resolves the oft-cited tension between playful immersion and critical distance by turning close play into a group activity whereby students cycle between the roles of player, advisor, researcher, and notetaker. A three-day module that pairs <em>Super Mario Bros.</em> with the Iñupiaq platformer <em>Never Alone</em> demonstrates how such structured play, scaffolded by flexible furniture, digital data management, and trained instructors, enables students to analyze procedural rhetorics, cultural logics, and design ethics at scale. Virginia Woolf observed that certain material circumstances, like a room of one’s own, are necessary to write; by the same token, this article deals with some of the material obstacles a writing program must face in the process of securing “money and a room” for teaching games.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"78 ","pages":"Article 102958"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145047858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

When collaborating turns into dishonesty: A data-driven heuristic comparing human and AI collaborators 当合作变成不诚实：一个数据驱动的启发式比较人类和人工智能合作者

Computers and Composition Pub Date : 2025-09-01 Epub Date: 2025-07-01 DOI: 10.1016/j.compcom.2025.102947

John R. Gallagher , Kyle Wagner , Jordan Canzonetta

{"title":"When collaborating turns into dishonesty: A data-driven heuristic comparing human and AI collaborators","authors":"John R. Gallagher , Kyle Wagner , Jordan Canzonetta","doi":"10.1016/j.compcom.2025.102947","DOIUrl":"10.1016/j.compcom.2025.102947","url":null,"abstract":"<div><div>With respect to AI writing technologies (AIWT), we pose three foundational questions about academic dishonesty. First, do writing instructors and students perceive differences between AI agents and human agents in classroom scenarios? Second, to what extent are writing instructor and student perceptions are aligned? Third, what types of writing scenarios are perceived as academic dishonesty? Answering these questions provides a baseline of comparison not only for future studies of AIWT collaboration but also contextualizes perceptions of human-to-human collaboration. We report on a large-scale experimental survey study that answers these questions using item response theory (IRT). Our findings demonstrate that while there are differences between AI and human agents of collaborations, writing instructors and students are generally aligned in their perceptions. Using a Rasch model, we find that academic dishonesty operates along a spectrum of textual production. Regardless of whether the collaborating agent is human or AI, the more an agent produces text, the more this collaboration is perceived as academic dishonesty. Conversely, the less text that is produced, the less this scenario is perceived as academically dishonest. In our discussion, we provide a data-driven heuristic to guide instructors and administrators.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"77 ","pages":"Article 102947"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144518675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Editorial: Technology's Double Edge 社论：科技的双重优势

Computers and Composition Pub Date : 2025-09-01 Epub Date: 2025-08-05 DOI: 10.1016/j.compcom.2025.102950

Jason Tham

引用次数: 0

iPads in the writing classroom: Neoliberalism, agency, and access ipad在写作课堂上的应用：新自由主义、代理和获取

Computers and Composition Pub Date : 2025-09-01 Epub Date: 2025-07-17 DOI: 10.1016/j.compcom.2025.102948

Todd Ruecker , Tristan Beach , Emily Sawan

引用次数: 0

Academic research AND (Google OR Reddit): A librarian-faculty collaboration to improve student source engagement 学术研究和（b谷歌或Reddit）：图书馆员和教师合作，提高学生资源的参与度

Computers and Composition Pub Date : 2025-09-01 Epub Date: 2025-07-28 DOI: 10.1016/j.compcom.2025.102949

Stephanie Redekop, Olivia Hobbs

{"title":"Academic research AND (Google OR Reddit): A librarian-faculty collaboration to improve student source engagement","authors":"Stephanie Redekop, Olivia Hobbs","doi":"10.1016/j.compcom.2025.102949","DOIUrl":"10.1016/j.compcom.2025.102949","url":null,"abstract":"<div><div>Effective source use is a critical skill for first-year writing students because it prepares them for academic, professional, and civic engagement; however, existing research demonstrates that selecting appropriate sources and engaging them insightfully remains a significant challenge. While students struggle with the combined pressures to read, evaluate, and synthesize scholarly sources, we argue that online media including news articles, opinion pieces, and social media posts are a potent but underutilized resource for building students’ competence and confidence with source use. In this article, we present the methods that we have collaboratively developed as an instruction librarian and a first-year writing instructor to propose a new approach to teaching undergraduate research using online media. We detail strategies for teaching advanced search skills using Google and social media platforms like Reddit and X (formerly Twitter), as well as a “reception study” writing assignment that requires students to develop source evaluation and synthesis skills for engaging these online sources. The success of our module highlights that enabling students to build their research skills in the context of these more familiar source formats can lead them to an enriched understanding of the research process—including formulating an authentic research inquiry and engaging meaningfully with real audiences—while also building their skills in accessing, evaluating, and synthesizing diverse sources. Furthermore, by developing research skills in the context of social media platforms and online popular media sources, students gain a practical sense of the relevance of academic research skills to their daily research habits.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"77 ","pages":"Article 102949"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Drafting defensively, documenting authorship: An analysis of Draftback and Grammarly Authorship 防御性起草，记录作者身份：草稿和语法作者身份分析

Computers and Composition Pub Date : 2025-06-01 Epub Date: 2025-03-07 DOI: 10.1016/j.compcom.2025.102926

Maggie Fernandes, Megan McIntyre

{"title":"Drafting defensively, documenting authorship: An analysis of Draftback and Grammarly Authorship","authors":"Maggie Fernandes, Megan McIntyre","doi":"10.1016/j.compcom.2025.102926","DOIUrl":"10.1016/j.compcom.2025.102926","url":null,"abstract":"<div><div>In this piece, we offer critical interface analyses of two process surveillance interfaces, a term we use to describe personal writing tools that track students’ writing process via edits, revisions, and inserted text. Specifically, we examine: Draftback, a Google extension that predates ChatGPT-3, and Grammarly Authorship, a new beta feature for Grammarly users. Situated in scholarly conversations in digital cultural rhetorics, writing studies, surveillance studies, and user experience design, we analyze how these process surveillance interfaces reinscribe normative values for writing as product (rather than process) and facilitate feelings of suspicion, anxiety, and defensiveness for users. This analysis has implications both for instructors seeking to teach with tools like Draftback and Authorship to verify “responsible” GenAI use <em>and</em> instructors seeking to implement punitive anti-AI policies. Though Draftback and Grammarly Authorship are different kinds of process surveillance interfaces, they pose similar threats to writing process instruction when used for academic integrity purposes by either students or instructors. Namely, we find three issues associated with three process surveillance interfaces; namely, these tools promote 1) product over process; 2) normative constructions of embodiment and time; and 3) adversarial student-instructor dynamics.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"76 ","pages":"Article 102926"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143570575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0