Research on Strategies for Generative Artificial Intelligence Empowering High School English Writing Teaching

Conghui Xia

doi:10.54097/5d8cx254

Authors

Conghui Xia

DOI:

https://doi.org/10.54097/5d8cx254

Keywords:

Generative Artificial Intelligence, High School English Writing Teaching, Teaching Strategies.

Abstract

This study explores strategies for integrating Generative Artificial Intelligence (GAI) into high school English writing instruction to address challenges such as limited personalized feedback and resource constraints in traditional teaching. Focusing on the integration of tools like ChatGPT and Kimi, the research employs a quasi-experimental mixed-methods design to evaluate the efficacy of GAI-empowered strategies. The study systematically examines three core dimensions: the design of a GAI-supported teaching framework spanning pre-writing, drafting, and revision phases; the implementation of stratified feedback mechanisms for personalized writing guidance; and the optimization of teacher-AI collaboration to balance automated support with human expertise. Quantitative data from pre/post-test writing assessments and Likert-scale surveys, combined with qualitative insights from classroom observations and interviews, reveal significant improvements in students’ writing accuracy, coherence, and motivation, while also identifying challenges such as content bias and the need for teacher training. The findings contribute to both theoretical discourse and practical pedagogy, offering a replicable model for aligning GAI with curriculum standards. This research not only underscores GAI’s role in writing instruction but also provides critical recommendations for sustainable technology integration in classrooms.

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