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Research on AI-Empowered Teaching Design for College English Reading and Writing Courses: Evidence from Non-English-Major Undergraduates at the University of Sanya

Author(s)

Xi Ruan

Affiliation(s)

School of Foreign Languages, University of Sanya, Sanya, Hainan, China

Abstract

Against the backdrop of the rapid development of artificial intelligence (AI), its application in language education has attracted increasing scholarly attention. This study investigates the instructional design and implementation of AI-empowered college English reading and writing courses, taking non-English-major undergraduates at the University of Sanya as the research participants. AI-based tools, including intelligent writing support systems, automated feedback and assessment platforms, and scenario-based simulations generated by DeepSeek, were integrated into course design to construct a technology-enhanced teaching model. A mixed-methods approach was adopted to examine the effects of the AI-supported model on students’ English reading comprehension and writing performance. The results demonstrate that the integration of AI technologies comparatively improves learning efficiency and contributes to the development of learner autonomy and classroom engagement. Furthermore, the findings indicate a pedagogical transformation of traditional English reading instruction from a “knowledge transmission–oriented model” to a “competency-oriented workshop,” in which students function as active learners, collaborative practitioners, and producers of learning outcomes, while teachers act as facilitators of learning. These findings offer empirical evidence and pedagogical implications for the reform of college English reading and writing instruction in the context of AI-enhanced education.

Keywords

AI Empowerment; College English; Reading and Writing Courses; Instructional Design

References

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