Practical Exploration of GAI-Assisted English Continuation Writing Teaching in Senior High Schools

Abstract

Continuation writing is crucial in both senior high school English teaching and the college entrance examination, which imposes comprehensive requirements on students’ abilities of text interpretation, logical construction and creative expression. However, traditional continuation writing teaching is plagued by such problems as inadequate adaptation of teaching materials, lack of personalized guidance, delayed feedback in correction, and students’ frequent deviation from the theme in their writing. The diverse functions of Generative Artificial Intelligence (GAI) offer a new approach to addressing the above teaching dilemmas. Supported by the multimodal teaching theory and constructivist learning theory, and using the 2025 College Entrance Examination (New Gaokao Paper I) English continuation writing as a case study, this research explores teaching approaches for GAI-assisted continuation writing in senior high school English. It focuses on three core stages: reading comprehension, continuation writing, and post-writing evaluation, aiming to provide concrete reference pathways and operational models for innovative practices in English continuation writing teaching in the digital era.