Quasi-experimental study demonstrates structured boundaries improve AI-assisted English writing instruction, suggesting intelligent tools enhance rather than replace student writing competence.
With the deep integration of artificial intelligence and education, AI-assisted English writing teaching has become an important direction for teaching innovation. However, blind application of AI tools may cause conflicts between technological empowerment and competency-based education, including students’ excessive dependence on intelligent tools, marginalization of core writing ability, and blurred teaching boundaries. Focusing on the balance between technological empowerment and competency-based teaching, this study systematically explores the application boundaries of AI-assisted English writing instruction and constructs a multidimensional effectiveness evaluation system. Literature research, the Delphi method, and quasi-experimental research are used to clarify the connotation and theoretical basis of AI application boundaries, distinguish appropriate and prohibited domains of tool use, and establish an evaluation index system covering knowledge construction, ability development, emotional attitude, and teaching adaptability. A one-semester teaching experiment verifies the scientific validity and feasibility of the system. The study provides a structured framework for regulating AI-assisted writing instruction, improving teaching effectiveness, and ensuring that intelligent tools support rather than replace students’ writing competence development.
No takes yet. Share an insight, caveat, or question.
X. Y. Xu (2026) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: