Assisted Cooperative Learning in Junior High English Writing as a Pedagogical Model

He Hu

doi:10.54097/qc0txc69

Authors

He Hu

DOI:

https://doi.org/10.54097/qc0txc69

Keywords:

Cooperative learning, AI-assisted instruction, junior high English, writing pedagogy, negotiatory scaffold.

Abstract

Cooperative learning in junior high English writing instruction faces three structural dilemmas: lack of linguistic scaffolding, delayed feedback, and the masking of individual differences. The introduction of artificial intelligence offers new possibilities to address these issues, yet the question of how AI should be integrated without undermining the democratic deliberative spirit of cooperative learning remains underexplored. Drawing on the democratic group system and the six-stage inquiry framework of cooperative learning, this study proposes the principle of AI as a negotiatory scaffold, delineates three boundaries (non-replacement of independent thinking, non-disruption of democratic negotiation, and adherence to the non-intervention principle), and analyzes three underlying mechanisms: reallocation of cognitive load, acceleration of feedback loops, and generation of metacognitive activities through contestability. On this basis, a pedagogical model for AI‑assisted cooperative learning in writing is constructed, structurally coupling the six stages of cooperative learning with AI scaffolding functions.

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