Enhancing College English Education in China With AI: A Teacher-AI-Student Triad Model

In the current educational context, artificial intelligence (AI) has become deeply integrated into all levels of education in China, presenting both opportunities and challenges for college English teaching and learning. Some argue that English learning has become less essential because AI translation tools can bridge language barriers to facilitate communication. However, others firmly believe that although AI is a useful tool, it cannot replace students’ active engagement in the learning process or the unique function of teachers in education. This article proposes that AI should be regarded not merely as a tool but as a collaborative partner. The AI era calls for the establishment of a dynamic Teacher-AI-Student (TAS) triad, a mutually beneficial ecosystem that enhances students’ language acquisition, empowers teachers’ instructional practices, and fosters the development of globally competitive talents. By leveraging AI’s capabilities, such as delivering personalized learning resources, automating routine tasks, and providing real-time feedback, alongside teachers’ professional expertise and students’ proactive participation, this model optimizes the strengths of all three components. Furthermore, the TAS triad mitigates pitfalls like excessive student reliance on AI and the erosion of critical thinking skills. Aligned with China’s educational goals of cultivating globally competitive individuals with advanced language proficiency and intercultural competence, this framework ensures college English education remains relevant in the digital age, equipping students for effective global communication and cross-cultural interactions.