Search

The Double-Edged Sword Effect of Generative AI in English Writing Teaching: Innovation Paths and Ethical Challenges

Author(s)

Ke Zhao

Affiliation(s)

School of Foreign Languages,Guangdong University of Science and Technology, Dongguan, Guangdong, China

Abstract

Generative artificial intelligence (AI) technology brings innovative opportunities and challenges to English writing teaching. Its adaptive system can accurately analyze learner characteristics, provide personalized feedback and cross-cultural resource support, and promote innovation in hybrid teaching models. However, technological intervention has caused new problems such as originality doubts, data privacy risks, and teacher-student role reconstruction. Standardized content generated by algorithms may weaken the diversity of cultural expressions, and technological dependence also affects the cultivation of critical thinking. It is necessary to establish a framework for use norms and education governance, strengthen digital literacy education, and balance tool effectiveness and humanistic care. Educational practice should seek a point of fit between technological empowerment and the essence of education, not only give full play to the advantages of intelligent technology to improve teaching efficiency, but also stick to the original intention of cultivating thinking ability and cultural understanding, and achieve a harmonious coexistence between technological innovation and educational value.

Keywords

Generative AI; English Writing Teaching; Innovation Path; Ethical Challenges

References

[1] Hu Yaping. (2025). Practice of teaching reform of basic English writing empowered by intelligent technology. Popular Literature and Art, (06), 211-213.doi:10.20112/j.cnki.ISSN1007-5828.2025.06.070. [2] Zhang Bin. (2024). Innovation and practical exploration of English writing teaching models based on artificial intelligence in the context of new liberal arts. Henan Education (Higher Education), (12), 82-83. [3] Ma Ruiduo. (2025). Practical application of artificial intelligence in English teaching in higher vocational colleges. Information and Computer, 37(03), 239-241. [4] Cheng Yanxun. (2024). Practical exploration of generative technology in English writing teaching in higher vocational colleges. Modern Vocational Education, (32), 177-180. [5] Wu Jing & Wu Qianyu. (2024). Practical research on the cultivation of university English writing ability under the background of generative artificial intelligence. Modern English, (24), 73-75. [6] Wang Haixiao. (2024). Exploration of the application of generative artificial intelligence in university English teaching reform - Taking the practice of "General Academic English Writing" curriculum teaching reform as an example. Frontiers in Foreign Language Education Research, 7(04), 41-50+95.doi:10.20083/j.cnki.fleic.2024.0036. [7] Wang Haixiao. (2025). Exploration of the framework for the construction of university English mathematics and intelligence textbooks in the Generative AI era. Contemporary Foreign Language Research, (02), 23-33+205. [8] Peng Chuhan. (2025). The boundary of "extended": ethical risks and governance strategies of generative AI in publishing applications. Northern Media Research, (02), 12-16.doi:10.19544/j.cnki.bmyj.2025.0042. [9] You Benyue, Eu Jinliang & Cheng Xiaowen. Opportunities, challenges and countermeasures for generative AI to assist graduate students in scientific research and writing in social sciences - Taking DeepSeek as an example. Journal of Chongqing University of Science and Technology (Social Science Edition), 1-13. [10] Zhao Yuxiang, Jing Yutian, Song Shijie & Liu Wei. Tips for AIGC empowerment: Reconstruction of human intelligence interaction capabilities in the generative AI era. Intelligence and data work, 1-16.