Reimagining the Integrated English Course for the Age of Artificial Intelligence: Challenges, Opportunities, and Pedagogical Adaptations in Chinese Higher Education English Programs

Xu Chen

doi:10.47297/wspiedWSP2516-250010.20261008

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Reimagining the Integrated English Course for the Age of Artificial Intelligence: Challenges, Opportunities, and Pedagogical Adaptations in Chinese Higher Education English Programs

Volume 10, Issue 8

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Reimagining the Integrated English Course for the Age of Artificial Intelligence: Challenges, Opportunities, and Pedagogical Adaptations in Chinese Higher Education English Programs
Reimagining the Integrated English Course for the Age of Artificial Intelligence: Challenges, Opportunities, and Pedagogical Adaptations in Chinese Higher Education English Programs
School of Languages and Cultures, Shanghai University of Political Science and Law, Shanghai, 201701, China
Vol. 10, Issue 8, Pages: 52-56(2026)
Published：30 August 2026
DOI：10.47297/wspiedWSP2516-250010.20261008
Accepted：

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Xu Chen.Reimagining the Integrated English Course for the Age of Artificial Intelligence: Challenges, Opportunities, and Pedagogical Adaptations in Chinese Higher Education English Programs[J].Journal of International Education and Development,2026,10(08):52-56.
DOI：

Xu Chen.Reimagining the Integrated English Course for the Age of Artificial Intelligence: Challenges, Opportunities, and Pedagogical Adaptations in Chinese Higher Education English Programs[J].Journal of International Education and Development,2026,10(08):52-56. DOI： 10.47297/wspiedWSP2516-250010.20261008.

摘要

Abstract

The rapid advancement of generative AI is fundamentally reshaping foreign language education. This paper examines the implications for the Integrated English Course (IEC)—a cornerstone of undergraduate English programs in Chinese universities. Drawing on the author's teaching experience at a provincial university and recent scholarship

the paper identifies persistent challenges: student heterogeneity

limited language input

teacher-centered pedagogy

and expanding class sizes. It proposes a four-dimensional framework for pedagogical adaptation: AI-assisted personalized learning

intelligent feedback and assessment

enhanced authentic language input

and teacher role transformation. The paper argues that the IEC must evolve from a teacher-centered

textbook-bound model toward a learner-centered

technology-enhanced ecosystem that cultivates linguistic competence

critical thinking

digital literacy

and autonomous learning—guided by pedagogical principles rather than technological determinism.

关键词

Keywords

references

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