| Abstract |
This study aims to systematically analyze the multidimensional impact of Large Language Models (LLMs), represented by tools such as ChatGPT, on university-level applied English reading and writing instruction, with a focus on their profound reshaping of teaching objectives, content, methodology, and assessment systems. The research adopts a combined approach of literature analysis, comparative study, and practical reflection. Findings indicate that LLMs, as innovative cognitive tools, offer significant opportunities for pedagogical innovation by providing personalized writing feedback, simulating authentic contexts, and supporting research processes. Simultaneously, however, they pose serious challenges related to academic integrity, the potential weakening of critical thinking skills, and insufficient capacity for critically evaluating information. Based on these findings, this study proposes that applied English reading and writing instructors should transition from being “knowledge transmitters” to “learning designers and thinking coaches,” and establish a new pedagogical paradigm centered on “human-AI collaboration” to cultivate students ' “AI-transcendent composite literacy skills.” This conclusion holds theoretical and practical significance for advancing the reform of applied English reading and writing teaching in the age of artificial intelligence.
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