Revolutionizing Academic English Writing through AI-Powered Pedagogy: Practical Exploration of Teaching Process and Assessment

Journal: Journal of Higher Education Research DOI: 10.32629/jher.v4i2.1188

Yifan Dong

School of Foreign Languages, Dalian Maritime University, Dalian, China


Artificial intelligence (AI) is revolutionizing various fields, including education. This study aims to explore the practical implementation of AI-powered pedagogy in the teaching of academic English writing. Specifically, the study examines the impact of an AI-powered writing tool on the teaching process and assessment in an English as a Foreign Language (EFL) classroom setting. A pre-test/post-test experimental design was employed to measure the effectiveness of the tool on students' writing skills. Results showed that the AI-powered writing tool positively impacted students' writing proficiency, as evidenced by significant improvements in writing scores from the pre-test to the post-test. In addition, the tool was found to enhance the teaching process by providing timely and individualized feedback, promoting student engagement, and increasing efficiency in grading. The findings highlight the potential of AI-powered pedagogy in transforming traditional English writing teaching and offer practical implications for teachers, students, and educational technology developers.


academic English writing, AI-powered pedagogy, teaching process, assessment


The Teaching and Research Grant (Grant No. 0039012211) by Dalian Maritime University


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