AI-Empowered Scenario Innovation and Practice in Undergraduate Foreign Language Reading-Writing Instruction: A Case Study of the Understanding Contemporary China English Reading-Writing Course

Abstract

Addressing persistent challenges in undergraduate foreign language reading and writing instruction in the new era—including insufficient personalized guidance, shallow cultural interpretation, delayed writing feedback, and weak practical components—this study explores innovative pathways for the deep integration of artificial intelligence (AI) technologies into reading and writing courses. Aligned with the three-dimensional objectives of the Understanding Contemporary China English reading-writing course, namely “language proficiency + cultural confidence + international communication competence,” the study draws on Constructivist Learning Theory, Formative Assessment Theory, and the Production-Oriented Approach (POA) to construct a “Three-Stage, Five-Ring” teaching model. The model encompasses Input Empowerment, Internalization and Construction, and Output Practice as its three stages, accompanied by five instructional components: collaborative vocabulary organization, interactive text deconstruction, multimodal cultural interpretation, iterative writing training, and digital communication practice. It covers the entire instructional process from pre-class preparation, in-class instruction, and post-class practice to assessment and evaluation. These explorations aim to enhance vocabulary teaching efficiency, strengthen students’ critical reading skills, deepen understanding of Chinese cultural translation, facilitate personalized writing feedback and process-oriented assessment, and provide new avenues for cultivating students’ intercultural communication competence.