Human–AI Co-Learning in Academic Writing Among Chinese ESL Learners

Abstract This paper examines how Chinese secondary and tertiary English as a second language (ESL) learners engage with generative AI (GenAI) tools, such as ChatGPT, Claude, Doubao, and Pigai, not merely as writing aids but as coauthors in the academic writing process. Against the backdrop of an assessment-centered education system that emphasizes memorization and structured learning, GenAI opens new possibilities for dialogic learning and critical thinking. Drawing on case studies and current research, this paper examines how prompt engineering, both as a technical and pedagogical skill, supports digital literacy, rhetorical awareness, and metacognition. It further investigates how GenAI scaffolds language production and supports student agency, while also presenting risks such as epistemic dependency, reduced critical thinking, and ethical ambiguity. The concept of Human–AI co-learning is advanced as a theoretical framework for understanding this interaction. The paper concludes by calling for critical AI literacy, educator mediation, and culturally responsive pedagogy that reconciles traditional Chinese learning practices with reflective engagement in digital environments. By reframing GenAI from a shortcut to a scaffold, this study proposes a pedagogical model that empowers learners to reclaim authorship and engage more deeply in academic inquiry.