Teacher-AI Collaborative Feedback in Senior High School English Writing Teaching

Abstract

The increasing application of artificial intelligence (AI) in English writing instruction has brought significant changes to the way writing feedback is delivered. While AI-powered writing tools can efficiently identify language errors and provide immediate revision suggestions, effective writing instruction still depends on teachers’ professional guidance. Rather than replacing teachers, AI should be regarded as an instructional partner that supports the feedback process. From this perspective, teacher-AI collaborative feedback has become an important approach to improving writing teaching in senior high schools. Based on formative assessment theory and sociocultural theory, this paper discusses the necessity of teacher-AI collaboration in English writing instruction and proposes a collaborative feedback model that combines AI-generated language feedback with teachers' pedagogical guidance. It is argued that such collaboration not only improves the efficiency of writing feedback but also enables teachers to focus on students’ higher-order writing development, including content organization, logical thinking, and communicative competence. The paper further discusses the pedagogical implications of integrating AI into classroom writing instruction and emphasizes that teachers remain central to the learning process in the age of artificial intelligence.