The impact of large language models (LLMs) on university applied English reading and writing instruction: opportunities, challenges, and pedagogical paradigm reconstruction
大语言模型（LLMs）对大学应用英语读写教学的影响：机遇、挑战与教学范式重构

摘要

本研究旨在系统分析以ChatGPT等为代表的大语言模型（LLMs）对大学应用英语读写教学产生的多维度影响，重点探讨其对教学目标、教学内容、教学方法及评估体系的深刻重塑。研究综合运用文献分析、对比研究与实践反思相结合的方法。研究发现，LLMs作为新型认知工具，能够提供个性化写作反馈、模拟真实语境并辅助研究过程，为教学创新带来显著机遇；但同时也引发了学术诚信、思维技能弱化与批判性信息甄别能力不足等严峻挑战。基于此，本研究提出，应用英语读写教师需从“知识传授者”转向“学习设计者与思维教练”，构建以“人机协同”为核心的新型教学范式，以培养学生的“超越AI的复合读写能力”。这一结论对推动智能时代应用英语读写教学改革具有理论与实践的参考意义。

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.