Track 6: Artificial Intelligence, Language, Writing, and Learning

Track Introduction

The rapid advancement of generative artificial intelligence is transforming how people write, communicate, learn, and teach across educational and professional contexts. This track welcomes theoretical, empirical, and pedagogical research exploring the relationship between artificial intelligence, language, writing, rhetoric, literacy, and learning. Topics include AI-assisted writing, writing assessment, AI literacy, large language models, language education, human–AI collaboration, academic integrity, and emerging approaches to teaching and research in the age of generative AI. We welcome contributions from researchers in applied linguistics, writing studies, rhetoric and composition, language education, educational technology, communication, and related disciplines.

The Topics Included but Not Limited To the Following

• Generative AI in Language and Writing Education
• Large Language Models in Second Language Writing
• AI-Assisted Writing and Human–AI Collaboration
• AI Literacy and Critical Digital Literacies
• AI-Assisted Feedback and Writing Assessment
• Academic Integrity and AI Detection
• Prompt Design and Effective Human–AI Interaction
• Ethical and Pedagogical Issues in AI-Mediated Education
• AI and Rhetoric: Communication in the Age of Large Language Models
• AI for Language Learning and English Language Teaching
• Creativity, Authorship, and Writing with AI
• Corpus and Computational Approaches to AI-Generated Language

Track Chair

Assoc. Prof. Daniel R. Fredrick

American University of Sharjah, UAE

 

Bio

Daniel R. Fredrick, Ph.D. is an Associate Professor of English at the American University of Sharjah (UAE), where he teaches courses in rhetoric, academic writing, public speaking, and composition. He earned his Ph.D. in Rhetoric and Composition from Texas Christian University and has nearly three decades of university teaching experience. His scholarship bridges classical rhetoric with contemporary writing research, with recent emphasis on generative artificial intelligence, second language writing, writing assessment, AI literacy, and corpus-based analyses of AI-generated and student writing. He has published extensively in international peer-reviewed journals, including Frontiers in Education, Education Sciences, Journal of Language Teaching and Research, and Contemporary Educational Technology, and has presented at conferences throughout Europe, Asia, and the Middle East.