Comparative Empirical Study on GAI-Enabled POA and Traditional POA Teaching Modes: A Case Study of College English Writing

Abstract

This study focuses on the differences in the effectiveness of GAI-enabled POA and traditional POA teaching modes in college English writing teaching, and conducts an empirical analysis through a quasi-experimental design. Eighty-two undergraduate students were selected as the research subjects and randomly divided into an experimental group (GAI-enabled POA mode) and a control group (traditional POA mode) for a 16-week teaching experiment. The research tools included writing test papers, the Learning Motivation Scale, the Independent Learning Ability Questionnaire, and interviews, which were quantitatively analyzed using SPSS 26.0 and qualitatively analyzed using NVivo 12. The results showed that: (1) the experimental group's total writing scores and scores on content, structure, and language subscales were significantly higher than those of the control group (P<0.001), and the improvement was more obvious for middle and low level students; (2) the experimental group's scores on motivation for learning and independent learning ability were significantly better than those of the control group (P<0.001); (3) the teachers and students are more receptive to the GAI-enabled POA model, but there is a risk of overdependence. The study confirms that GAI can effectively improve the effect of writing teaching by optimising the POA mode, which provides practical reference for the reform of university English writing teaching.