Generative AI ChatGPT in College English Writing Teaching: An Empirical Study on Effectiveness and Pedagogical Optimization

Abstract

With the rapid advancement of generative artificial intelligence (AI) technology, college English writing teaching has ushered in new development opportunities. This study quantifies teaching effectiveness from two dimensions—external language knowledge mastery and internal writing thinking abilities, and conducts an in-depth exploration of the application value and practical effects of the generative AI technology ChatGPT in college English writing instruction. The research results indicate that ChatGPT can assume partial functions such as tool support and feedback evaluation across various stages of writing, significantly reducing teachers’ instructional burden. Additionally, the intelligent feedback system demonstrates remarkable advantages in improving the accuracy of students’ language expression and optimizing the logicality of text structure. Meanwhile, the application of ChatGPT is accompanied by inherent limitations, including lack of contextual awareness, potential for misinformation, and plagiarism risks, which necessitate teachers to play an irreplaceable role in evaluation and screening, rule supervision, and competency training. This study provides empirical references and targeted optimization suggestions for the practical path of AI empowering college English writing teaching.