Efficacy and Mechanism of Generative AI in Empowering English Writing Instruction
DOI:
https://doi.org/10.63313/IJSSEH.9064Keywords:
Generative Artificial Intelligence, English Writing Instruction, Teaching Efficacy, Mechanism of Action, Self-Regulated LearningAbstract
Generative artificial intelligence technology brings new transformative opportunities to English writing instruction. This paper analyzes the efficacy and mechanism of generative AI in empowering English writing teaching. Drawing on the Technology Acceptance Model and Self-Regulated Learning theory, it summarizes teaching efficacy from three dimensions—the quality of writing output, cognitive support during the writing process, and real-time adaptation of writing feedback—and further reveals the underlying mechanism through three layers: cognitive load reduction, learning motivation activation, and metacognitive strategy activation. Using data from a 12-week quasi-experimental study, it compares the experimental and control groups in terms of writing performance, writing strategy use, and feedback engagement. The results show that generative AI-assisted instruction has a moderately strong facilitative effect on learners' writing performance, achieved mainly by reducing extraneous cognitive load, enhancing writing self-efficacy, and deepening feedback engagement. This study provides theoretical grounding and practical reference for integrating generative AI into the English writing classroom.
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