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Integrating Generative Artificial Intelligence into College English Teaching : An Action Research from a Core Competency Perspective

Author(s)

Tingyue Zhang

Affiliation(s)

Xi’an Fanyi University, Xi’an, Shaanxi, China

Abstract

The rapid development of generative artificial intelligence (GenAI) has created new possibilities for innovation in higher education. This study explores the integration of GenAI into College English teaching from a core competency perspective through an action research approach. The study was conducted in a compulsory College English course for first-year non-English majors at a private university in China. During one semester, Doubao AI was incorporated into classroom activities, including language practice, writing revision, Chinese cultural communication, and learning reflection. Data were collected through classroom observations, student reflections, semi-structured interviews, and teacher reflective journals. The findings indicate that GenAI can support students’ language ability, cultural awareness, critical thinking, and autonomous learning when combined with effective pedagogical design. The study emphasizes that the value of GenAI lies not in replacing teachers but in enhancing interaction, reflection, and personalized learning in College English classrooms.

Keywords

Generative Artificial Intelligence; College English Teaching; Core Competencies; Action Research; AI Literacy; Intercultural Communication

References

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