AI-Empowered Pedagogy in ESP Curriculum: A Constructivist Approach to Active Learning
DOI:
https://doi.org/10.63313/IJSSEH.9002Keywords:
Artificial Intelligence (AI), English for Specific Purposes (ESP), Constructivist pedagogy, Collaborative learning, Technical writing, Mixed-methods researchAbstract
This study empirically investigates the integration of domestic AI tools (iFlytek Spark, iWrite, Pigai.org) within a constructivist framework for English for Spe-cific Purposes (ESP) technical writing instruction for Chinese engineering un-dergraduates. Employing a sequential explanatory mixed-methods design (qua-si-experimental, N=120), it examines AI's impact on writing proficiency, cogni-tive efficiency, metacognition, and collaboration. Quantitative results show the AI-integrated group achieved significantly greater gains in overall writing profi-ciency (F(1,117)=28.37, *p*<.001, η²=0.195), particularly in audience adapta-tion (*d*=1.42) and genre conventions (*d*=1.37), alongside 25.4% faster task completion (*p*<.001), 41.7% fewer revisions (*p*<.001), enhanced metacog-nitive awareness (*d*=1.15), and 68% more substantive peer collaboration (*p*<.001). Qualitative analysis reveals AI functioned as a "discourse catalyst," deepening collaborative knowledge construction through analytical prompts and fostering critical engagement with feedback. Domain-specific limitations highlight the necessity for human-AI orchestration. The study proposes a peda-gogical model positioning AI for cognitive load management, learners for au-thentic problem-solving, instructors as cognitive coaches, and structured col-laborative knowledge building. Implications emphasize customizable platforms, faculty TPACK development, and cross-domain research.
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