Teaching Adaptation Strategies for Chinese University English Teachers in the AI Era

Abstract

The rapid emergence of artificial intelligence (AI) technologies is reshaping language education worldwide, compelling teachers to adapt their pedagogy and professional identities. This article examines how Chinese university English as a Foreign Language (EFL) teachers are adjusting their teaching methods in response to the AI era, drawing on the author’s personal reflective teaching practice in tertiary classrooms. Recent advances in AI-assisted tools—from automated writing evaluation and intelligent feedback systems to AI-generated learning materials and conversational chatbots—offer new opportunities to enhance EFL instruction. Chinese university instructors have begun integrating these tools to provide more personalized writing feedback, facilitate flipped learning, and engage students in novel ways. The reflective findings illustrate how AI integration has improved students’ writing revision and participation, while also challenging teachers to redefine their roles and maintain the human touch in teaching. Through critical engagement with literature from 2020-2025, the article contextualizes these pedagogical shifts within broader trends in AI-mediated language education and the evolving teacher identity in the digital age. It discusses the benefits of AI (such as increased efficiency and learner autonomy) alongside concerns (such as bias, academic integrity, and teacher displacement), emphasizing the need for ongoing professional development and ethical guidance (UNESCO, 2023; Hockly, 2023; Kasneci et al., 2023). The article concludes that AI can enrich EFL teaching in Chinese higher education when used as a complementary tool, with teachers’ reflective adaptation being key to harnessing AI’s potential while safeguarding pedagogical values.