Non-native speakers (NNSs) face significant language barriers in multilingual communication with native speakers (NSs). While AI-mediated communication (AIMC) tools offer efficient one-time assistance, they often overlook opportunities for NNSs’ continuous language acquisition. We introduce ChatLearn, an enhanced AIMC system that leverages NNSs’ communication difficulties as learning opportunities. Beyond comprehension and expression assistance, ChatLearn simultaneously captures NNSs’ language challenges, and subsequently provides them with spaced review as the conversation progresses. We conducted a mixed-methods study using a communication task with 43 NNS-NS pairs, after which ChatLearn NNSs recalled significantly more expressions than the baseline group, while there was no substantial decline in communication experience. Our findings highlight the value of contextual learning in NNS-NS communication, providing a new direction for AIMC systems that foster both immediate collaboration and continuous language development.

AI-assisted writing raises concerns about autonomy and ownership when benefiting writers. Personalization has been proposed as an effective solution while also risking writers’ reliance on AI and behavior shifting. For better personalization design, existing studies rely on interaction and information solely within the writing phase; however, few studies have examined how reading behaviors can inform personalized writing. This study investigates the effects of integrating reading highlights for personalization on AI-assisted writing. A between-subjects study with 46 participants revealed that the personalization condition encouraged participants to produce more highlights. However, highlighting unexpectedly shifted from a sense-making strategy to an instrumental act of "feeding the AI," leading to significant reliance on AI and declines in writers’ sense of autonomy, ownership, and self-credit. These findings indicate personalization risks in AI-assisted writing, emphasize the importance of personalization strategies, and provide design implications.

Data-rich documents are ubiquitous in various applications, yet they often rely solely on textual descriptions to convey data insights. Prior research primarily focused on providing visualization-centric augmentation to data-rich documents. However, few have explored using automatically generated word-scale visualizations to enhance the document-centric reading process. As an exploratory step, we propose GistVis, an automatic pipeline that extracts and visualizes data insight from text descriptions. GistVis decomposes the generation process into four modules: Discoverer, Annotator, Extractor, and Visualizer, with the first three modules utilizing the capabilities of large language models and the fourth using visualization design knowledge. Technical evaluation including a comparative study on Discoverer and an ablation study on Annotator reveals decent performance of GistVis. Meanwhile, the user study (N=12) showed that GistVis could generate satisfactory word-scale visualizations, indicating its effectiveness in facilitating users' understanding of data-rich documents (+5.6% accuracy) while significantly reducing their mental demand (p=0.016) and perceived effort (p=0.033).