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Pathways and Reflections on Generative AI-Enhanced College English Writing
JIN Zhao-hui
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DOI:10.17265/1539-8072/2026.04.003
University of Shanghai for Science and Technology, Shanghai, China
The proliferation of generative artificial intelligence (GenAI) in higher education has provoked both excitement and anxiety among English writing practitioners. This paper argues that GenAI’s instructional value depends less on its technical affordances than on the relational architecture within which it is deployed. A tripartite model is proposed: teachers as learning leaders, GenAI as assistance, and students as reflexive practitioners. The discussion traces three operational priorities—preparatory ideation, dialogic feedback loops, and normative usage protocols—and concludes that sustainable integration requires a fundamental reorientation from tool-use toward students’ autonomous critical thinking and writing competence.
generative AI, English writing, human-machine symbiosis, feedback, instructional innovation
JIN Zhao-hui. Pathways and Reflections on Generative AI-Enhanced College English Writing. Sino-US English Teaching, July-Aug. 2026, Vol. 23, No. 7-8, 161-165 doi:10.17265/1539-8072/2026.04.003
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