Exploring Pedagogical Ideologies and Strategies for College English Writing Instruction from a Generative Artificial Intelligence Perspective

Abstract

This study, drawing on the commonalities between generative artificial intelligence and foreign language writing instruction, outlines the core ideology of digital humanities-based college English writing instruction, including auxiliary use of generative artificial intelligence tools, primary focus on humanistic education, and the re-production of knowledge, aiming to foster students’ critical thinking, collaborative skills, and creativity. Building on this foundation, the study delves into generative artificial intelligence tools applicable to different stages of process-genre writing and their strategic applications. The use of generative artificial intelligence tools is beneficial for students to present, discuss, and share writing content, encouraging them to enhance their writing, collaboration, critical thinking, and creative abilities through deep interaction with model essays and creative discourses.