A Study on the Application of Generative Artificial Intelligence in Senior High School English Writing Feedback

Ting Yang

doi:10.63313/IJED.9073

Authors

Ting Yang China West Normal University, School of Foreign Languages, Nanchong, China Author

DOI:

https://doi.org/10.63313/IJED.9073

Keywords:

Generative Artificial Intelligence, Senior High School English, Writing Feedback, Human-Machine Collaboration, Prompt Strategies

Abstract

For a long time, senior high school English writing instruction has faced challenges such as a heavy feedback burden on teachers, delayed feedback, and insufficient personalized guidance, which have severely hindered the effective improvement of students’ writing skills. The rapid development of Generative Artificial Intelligence (GAI) offers new opportunities to address these issues. Based on a systematic review of relevant research and practice, this paper conducts an in-depth analysis of the three-fold dilemma faced by traditional writing feedback. It proposes a GAI-assisted writing feedback application model centered on “human-machine collaboration and tiered empowerment,” constructs a three-stage feedback process spanning pre-writing planning, in-writing assistance, and post-writing revision, and designs specific prompt strategies tailored to typical application scenarios. Research indicates that generative AI offers significant advantages in linguistic accuracy and text structure, but still requires teacher oversight regarding content depth and logical argumentation. The teacher’s role should shift from that of a “sole grader” to a designer of feedback activities and a facilitator of higher-order thinking. By balancing technological empowerment with humanistic care, this approach can achieve an overall improvement in the quality of writing instruction.

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