Author(s)

Kong Peilin ¹

Affiliation(s)

¹ Suzhou University of Science and Technology, Suzhou, China

Corresponding Author

Kong Peilin

ABSTRACT

This study explores how AI reshapes college English teaching within digital transformation. From six perspectives—personalized learning, intelligent assessment, knowledge graphs, immersive scenarios, teacher roles, and ethics—it reviews AI-integrated instruction. A quasi-experiment with first-year non-English majors at a Jiangsu science-engineering university tests a "knowledge graph + intelligent assessment + human–machine collaboration" model. Results over 16 weeks show the experimental group significantly outperformed the control (p < 0.01) in oral fluency (+12.7%), writing structure (+9.4%), lexical depth (+8.1%), and engagement (+23.6%), with low-proficiency learners improving most. The study proposes a five-level implementation pathway (curriculum, resources, assessment, faculty, governance) and discusses AI's potential in rural education, cultural integration, and disciplinary EFL programs. It offers an integrated "technology–instruction–assessment–governance" framework, providing empirical and policy insights for high-quality AI-empowered college English teaching.

KEYWORDS

Artificial Intelligence; College English Teaching; Restructuring of Teaching Ecology; Personalized Learning; Intelligent Assessment; Teacher Role Transformation

CITE THIS PAPER

Kong Peilin. Reshaping College English Teaching through AI: Pathways, Evidence, and Strategies. Curriculum and Teaching Methodology (2026). Vol. 9, No.1, 111-118. DOI: http://dx.doi.org/10.23977/curtm.2026.090115.

REFERENCES

[1] Chen, Y., Zhi, Y., & Derakhshan, A. (2025).  Integrating artificial intelligence (AI) into the English as a foreign language classroom: Exploring its impact on Chinese English students' achievement emotions and willingness to communicate (WTC). European Journal of Education. https://doi.org/10.1111/ejed.70157
[2] Derakhshan, A., & Taghizadeh, M. S. (2025). Does artificial intelligence (AI) nurture or hinder language learners' higher-order thinking skills (HOTS)? A phenomenological study on L2 learners' perspectives and lived experiences. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12824
[3] Huang, F., & Derakhshan, A. (2025). Learning motivation and digital literacy in AI adoption for self-regulated English learning.  European Journal of Education, 60.e70254.  https://doi.org/10.1111/ejed.70254 
[4] Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 1–22. https://doi.org/10.37074/jalt.2023.6.1.9 
[5] Wang, W., & Wang, W. (2025). College students' behavioral intentions of AI‐assisted language learning: Based on the Technology Acceptance Model. Journal of Computer Assisted Learning, 41(4), e70075. https:// doi.org.10.1111/ jcal.70075

Sponsors, Associates, and Links

---

• Advances in Educational Technology and Psychology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education