Exploring the Practical Pathways of AI-Enabled Courses for English Majors: A Case Study of “Extensive English Reading II”

Abstract

Under the backdrop of Educational Informatization 2.0, AI technology provides new support for the reform of teaching and learning, especially in higher education institutions. As a basic course of the discipline, “Extensive English Reading II”, opening for English majors in a practice-oriented university in China, faces issues such as insufficient personalized guidance and weak resource adaptability. However, with AI empowerment, the instructor and also the author of the paper manages to address those problems she identifies in the course in previous teaching experience, and has achieve satisfactory outcomes. This paper aims to show the practical experience of the author in her latest pedagogical experimentation and instructional reform by integrating AI in all links of her teaching, including pre-class preparation, classroom teacing and post-class evaluation. Multifaceted results demonstrate that this pathway effectively addresses the course’s pain points, significantly enhances students’ reading proficiency and AI literacy, and strengthens academic integrity awareness, which will be elaborated in another paper. The practical pathway developed in this study is both actionable and replicable, highlighting the importance of AI tool-assisted positioning and academic integrity guidance. It offers practical reference and insights for intelligent empowerment in similar Extensive English extensive reading courses.