Modern Social Science Research

The rapid development of generative artificial intelligence is exerting an increasingly profound and significant impact on university writing instruction. Based on a questionnaire survey of 104 college students, this study analyzes the current usage status, core contradictions, and their causes of AI writing tools in university writing teaching. It finds that while students generally accept AI, issues such as ‘technological dependence’ and ‘lack of literacy’ exist. Addressing these problems, the study proposes transforming teaching objectives from ‘tool usage’ to 'literacy cultivation', establishing a tri-level system for basic, core, and advanced literacy development, and innovating a collaborative teaching model involving teachers, students, and AI. By reconstructing teaching processes, improving multi-dimensional integrated evaluation mechanisms, and strengthening faculty and resource guarantees, the goal is to achieve an organic integration of technological empowerment and humanistic education. The research aims to provide a systematic and scalable innovative path for university writing instruction in the intelligent era.

AI; College writing; Applied writing; Teaching model; Human-machine collaboration