AI-Empowered Teaching of Senior High School English Practical Writing: A “5A+E” Mechanism and Five-Stage Pathway Design

Abstract

Practical writing is an important component of senior high school English teaching. he English Curriculum Standards for Senior High School (2017 edition, 2020 revision) requires students to select appropriate language forms according to the identity of the communicative partner, he occasion and the degree of formality, o as to achieve effective cross-cultural communication. owever, urrent practical writing teaching in Grade 10 still suffers from mechanical format training, eak reader awareness, nappropriate register control, nd single and delayed feedback. Although generative artificial intelligence offers new possibilities for writing instruction, existing studies have focused mainly on automated essay scoring, academic writing at the tertiary level, or continuation writing tasks, and few have systematically constructed an AI-empowered mechanism and teaching pathway for senior high school practical writing from the perspective of the integration of teaching, learning and assessment. Adopting a conceptual construction and lesson design orientation, and grounded in the cognitive process theory of writing,t he technology-enhanced language learning framework, self-efficacy theory and formative assessment theory, this study proposes a “5A+E” empowerment mechanism model, comprising Analysis, Activation, Assistance, Assessment, Adaptation, and Ethics. On this basis, a five-stage teaching pathway—context trigger, element deconstruction, AI co-writing, multi-dimensional evaluation, and reflective transfer—is designed, and a lesson on the invitation letter for the “Chinese Culture Festival” is presented. The study argues that AI can serve as a reader analyst, format validator, point generator, register regulator and evaluation embedder, moving practical writing instruction from template drilling toward authentic communication. As a theoretical construction and lesson design study, this paper has not yet been empirically tested; future action research or quasi-experimental studies are needed to validate and refine the model and pathway.