Thinking Inertia in GenAI-Assisted EFL Writing among Higher Vocational College Students and Its Intervention Strategies

Yanping Liu

doi:10.47297/wspciWSP2516-252704.20261003

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Thinking Inertia in GenAI-Assisted EFL Writing among Higher Vocational College Students and Its Intervention Strategies

10卷第3期

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Thinking Inertia in GenAI-Assisted EFL Writing among Higher Vocational College Students and Its Intervention Strategies
Thinking Inertia in GenAI-Assisted EFL Writing among Higher Vocational College Students and Its Intervention Strategies
Guangdong Institute of Arts and Sciences, Lianjiang, Zhanjiang, Guangdong, 524400, China
2026年10卷第3期页码：21-26
网络首发：2026-08-07，

纸质出版：2026-06-30
DOI：10.47297/wspciWSP2516-252704.20261003
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Yanping Liu. (2026). Thinking Inertia in GenAI-Assisted EFL Writing among Higher Vocational College Students and Its Intervention Strategies. 创意与创新（英文版）, 10(3), 21-26.

Liu Yanping.Thinking Inertia in GenAI-Assisted EFL Writing among Higher Vocational College Students and Its Intervention Strategies[J].Creativity and Innovation,2026,10(03):21-26.
Yanping Liu. (2026). Thinking Inertia in GenAI-Assisted EFL Writing among Higher Vocational College Students and Its Intervention Strategies. 创意与创新（英文版）, 10(3), 21-26. DOI： 10.47297/wspciWSP2516-252704.20261003.

Liu Yanping.Thinking Inertia in GenAI-Assisted EFL Writing among Higher Vocational College Students and Its Intervention Strategies[J].Creativity and Innovation,2026,10(03):21-26. DOI： 10.47297/wspciWSP2516-252704.20261003.

摘要

Abstract

The widespread application of Generative Artificial Intelligence (GenAI) in EFL writing instruction in higher vocational colleges

while enhancing students' writing efficiency

has also brought about the negative effect of thinking inertia. This study

through literature review and teaching observation

analyzes the manifestations of thinking inertia in GenAI-assisted EFL writing among higher vocational college students: reluctance to think during the ideation stage

reluctance to write during the writing stage

and reluctance to revise during the evaluation stage. Based on the analysis of the causes from the perspectives of cognitive offloading and technology characteristics

this paper proposes four intervention strategies: cognitive auditing

thinking externalization

metacognitive monitoring

and peer collaboration

so as to provide suggestions for higher vocational college EFL teachers on improving writing instruction with AI and to support the cultivation of higher-order thinking skills in higher vocational college students' EFL writing.

关键词

Keywords

references

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