Author(s)

Jun Su

Affiliation(s)

School of Foreign Studies, South China Agricultural University, Guangzhou 510642, Guangdong, China. 

Corresponding Author

Jun Su

ABSTRACT

The integration of Generative Artificial Intelligence (GenAI) is reshaping English as a Foreign Language (EFL) writing instruction in China, offering a solution to long-standing challenges such as large class sizes, product-oriented pedagogy, and delayed feedback. By integrating GenAI into a structured pedagogical framework, spanning pre-class knowledge delivery, in-class knowledge internalization, and post-class knowledge expansion, this study demonstrates a shift toward a process-oriented, student-centered model. Using a cause-and-effect writing unit as an example, this model demonstrates how AI supports diagnostic analysis, interactive learning, and collaborative feedback, creating a continuous scaffold for writing development. The study highlights GenAI’s role as a writing assistant, feedback provider, and motivational tool, while emphasizing the importance of pedagogical design and ethical implementation. The findings underscore GenAI’s capacity to foster autonomous, confident writers, enabling a modernized, personalized EFL writing ecosystem that aligns with China’s educational modernization goals.

KEYWORDS

Generative Artificial Intelligence; English as a Foreign Language; Writing instruction

CITE THIS PAPER

Jun Su. The integration of generative artificial intelligence into EFL writing instruction in China. World Journal of Educational Studies. 2025, 3(7): 23-28. DOI: https://doi.org/10.61784/wjes3096.

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