Is AI working wonders in EFL Writing in China- A review study of AI-aided EFL writing practicein China
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i8.4514
Abstract
The past 15 years saw rapid application of AI technology in teaching and learning in EFL writing in China's English education. This study attempts to look into what and how AI is assisting English Writing education from the perspective of high-quality essays (CSSCI and CCJC journals). The paper finds that AI enables the teachers and learners with a higher efficacy in writing guidance, error corrections, assessments, but also it boosts the psychological and cognitive aspects of the learners. Despite its advancements in EFL writing, the role of human instructors are still irreplaceable and the future calls for a much deeper collaborations between teachers and AI technology.
Keywords
Generative AI, EFL Writing, Feedback, Process Writing, Cognitive Load
Full Text
PDF - Viewed/Downloaded: 0 TimesReferences
[1] Yang Huali, Guo Ying, Huang Tao, et al. (2020). Research on Primary School English Writing Instruction Supported by Human-AI Collaboration. Modern Educational Technology, 30(04), 74–80.
[2] Zhang Boke, & Yi Ming (2023). Research on Digital Technology Empowerment for Curriculum Reform and Teaching Innovation: A Case Study of the "English Writing" Course. China Educational Technology, (12), 106–112 + 120.
[3] Liu Yingliang, Liu Shenglan, & Yang Jincai (2022). Exploration of Human–AI Collaborative Teaching from a Sociocultural Activity Theory Perspective: A Case Study of iWrite Collaborative English Writing Instruction. China Educational Technology, (11), 108–116.
[4] Xu Jun, & Wang Qingran (2025). Exploring Innovative Models for Foreign Language Talent Development in the Digital Humanities Era: A Case Study on the Application of Large Language Models in ESP Writing Instruction. Foreign Languages in China, 22(01), 70–80.
[5] Mu Huifeng, & Tang Yanfang (2025). A Comparative Study of Classification Indicators between Peer Review and ChatGPT-Based Intelligent Assessment. Foreign Language Education in the Digital Age, 2025(01), 86–93 + 124.
[6] Wei Shuang, & Li Luyao (2023). A Study on AI-Assisted Feedback in Second Language Writing: A Case of ChatGPT. Foreign Languages in China, 20(03), 33–40.
[7] Xu Xiaoyi, & Lu Wei (2024). A Practical Exploration of Using Generative AI to Support Junior High School English Writing Instruction. Primary and Secondary School English Teaching and Research, (04), 49–53.
[8] Wang Haixiao (2024). Exploring the Application of Generative AI in College English Teaching Reform: A Case Study of “General Academic English Writing” Course Reform. Frontiers in Foreign Language Education Research, 7(04), 41–50 + 95.
[9] Sun Peijian, Xu Jiayu, & Zhang Jun (2025). The Added Value of Generative AI Feedback on the Quality of College Students’ English Essays. Frontiers in Foreign Language Education Research, 8(04), 24–36.
[10] Zhang Rui, & Liu Yanan (2025). The Mechanism of ChatGPT-Assisted English Writing Centers on Flow Experience, Self-Efficacy, and Academic Buoyancy among College Students. Journal of Xi’an International Studies University, 33(03), 61–67.
[11] Liu Mengjun, Zou Wenlong, Zong Min, et al. (2025). How Generative AI Empowers Teaching: An Empirical Study on English Writing Instruction for Middle School Students. China Educational Technology, (06), 70–79.
[12] Xu Linlin, Hu Jiehui, & Su Yang (2024). Learners’ Cognition and Behavior in AI-Assisted Academic English Writing. Foreign Language World, (03), 51–58.
[13] Li Jingjie, & Chen Qiuyan. (2025). An Analysis and Reflection on the Evolution of Human–AI Collaborative Intelligent Writing. Contemporary Foreign Language Studies, (01), 73–83.
[14] Chu Jinjin (2025). A Study on College Students’ Attitudes Toward AI-Assisted Academic English Writing. China Educational Technology, (08), 123–130.
[15] Wang Junju, & Wei Qianyu. (2025). Reconstructing English Writing Curriculum Design and Systems in Chinese Universities from the Perspective of International Communication: An Empirical Analysis of 487 Universities. Foreign Languages in China, 22(05), 4–11.
[2] Zhang Boke, & Yi Ming (2023). Research on Digital Technology Empowerment for Curriculum Reform and Teaching Innovation: A Case Study of the "English Writing" Course. China Educational Technology, (12), 106–112 + 120.
[3] Liu Yingliang, Liu Shenglan, & Yang Jincai (2022). Exploration of Human–AI Collaborative Teaching from a Sociocultural Activity Theory Perspective: A Case Study of iWrite Collaborative English Writing Instruction. China Educational Technology, (11), 108–116.
[4] Xu Jun, & Wang Qingran (2025). Exploring Innovative Models for Foreign Language Talent Development in the Digital Humanities Era: A Case Study on the Application of Large Language Models in ESP Writing Instruction. Foreign Languages in China, 22(01), 70–80.
[5] Mu Huifeng, & Tang Yanfang (2025). A Comparative Study of Classification Indicators between Peer Review and ChatGPT-Based Intelligent Assessment. Foreign Language Education in the Digital Age, 2025(01), 86–93 + 124.
[6] Wei Shuang, & Li Luyao (2023). A Study on AI-Assisted Feedback in Second Language Writing: A Case of ChatGPT. Foreign Languages in China, 20(03), 33–40.
[7] Xu Xiaoyi, & Lu Wei (2024). A Practical Exploration of Using Generative AI to Support Junior High School English Writing Instruction. Primary and Secondary School English Teaching and Research, (04), 49–53.
[8] Wang Haixiao (2024). Exploring the Application of Generative AI in College English Teaching Reform: A Case Study of “General Academic English Writing” Course Reform. Frontiers in Foreign Language Education Research, 7(04), 41–50 + 95.
[9] Sun Peijian, Xu Jiayu, & Zhang Jun (2025). The Added Value of Generative AI Feedback on the Quality of College Students’ English Essays. Frontiers in Foreign Language Education Research, 8(04), 24–36.
[10] Zhang Rui, & Liu Yanan (2025). The Mechanism of ChatGPT-Assisted English Writing Centers on Flow Experience, Self-Efficacy, and Academic Buoyancy among College Students. Journal of Xi’an International Studies University, 33(03), 61–67.
[11] Liu Mengjun, Zou Wenlong, Zong Min, et al. (2025). How Generative AI Empowers Teaching: An Empirical Study on English Writing Instruction for Middle School Students. China Educational Technology, (06), 70–79.
[12] Xu Linlin, Hu Jiehui, & Su Yang (2024). Learners’ Cognition and Behavior in AI-Assisted Academic English Writing. Foreign Language World, (03), 51–58.
[13] Li Jingjie, & Chen Qiuyan. (2025). An Analysis and Reflection on the Evolution of Human–AI Collaborative Intelligent Writing. Contemporary Foreign Language Studies, (01), 73–83.
[14] Chu Jinjin (2025). A Study on College Students’ Attitudes Toward AI-Assisted Academic English Writing. China Educational Technology, (08), 123–130.
[15] Wang Junju, & Wei Qianyu. (2025). Reconstructing English Writing Curriculum Design and Systems in Chinese Universities from the Perspective of International Communication: An Empirical Analysis of 487 Universities. Foreign Languages in China, 22(05), 4–11.
Copyright © 2025 Cui Ting
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License