AI-Empowered English Writing Learning: A Review and Reflection Based on a Teaching Practice
TL;DR
Considering pre-service teachers’ dual identity as both “learners” and “future teachers,” the paper explores pathways for developing their writing learning and teaching competencies in the AI era.
Abstract
Writing is an advanced manifestation of comprehensive language proficiency and a key skill in second language acquisition that holds significant learning potential, yet it has long posed challenges for Chinese learners. The advent of the AI era has introduced new variables into writing learning, but how technology can genuinely serve learners’ cognitive processes, rather than merely remaining at the level of tool integration, still requires in-depth examination. From the perspective of English pre-service teachers, this paper first analyzes the persistent difficulties in traditional English writing learning across three dimensions: input, process, and feedback. It then examines a national finalist entry from the 2025 FLTRP “Star of Teaching” Competition as a case study, scrutinizing how its instructional design leverages AI tools to address the aforementioned difficulties. On this basis, it distills implications for AI-empowered writing learning from three stages: pre-writing diagnosis and material adaptation, in-writing process tracking and dynamic guidance, and post-writing multi-dimensional intelligent assessment and feedback. Additionally, considering pre-service teachers’ dual identity as both “learners” and “future teachers,” the paper explores pathways for developing their writing learning and teaching competencies in the AI era.