Application of the AIAS (Artificial Intelligence-Based Assay) Model in College English Classrooms:

An experimental study to improve college students' writing skills

Abstract

Against the backdrop of the deep integration of artificial intelligence into education, this study explores the application effects of the AIAS (Attention-Interaction-Assessment-Support) model in college English writing and translation teaching. Through qualitative research methods including classroom observation, text analysis, interviews, and teaching logs, this study found that the AIAS model significantly improves students' learning behavior, language output ability, and learning experience. In terms of learning behavior, students are more focused, actively participate in classroom interactions, and enhance their self-monitoring and strategic learning abilities. Regarding writing ability, text structure is clearer, language expression is more accurate and richer, and students are able to conduct multi-level self-revision. In terms of translation ability, students can use vocabulary and sentence structures appropriately, improve the naturalness and cultural adaptability of translations, and develop a preliminary awareness of translation strategies. Meanwhile, students generally believe that the immediate feedback and personalized support provided by the AIAS model effectively alleviate writing and translation anxiety, and improve learning confidence and autonomy. The research shows that the AIAS model, through the synergistic effect of attention, interaction, assessment, and support mechanisms, provides an operable and replicable teaching paradigm for English writing and translation teaching, and has practical reference value for the digital transformation of college English education.