Construction of the digital intelligence-enabled intervention model for learning engagement

Authors

  • Ting Yin Guangdong Polytechnic Normal University
  • Lin Weng Nanyang Middle School
  • Caiying Wu Guangdong Polytechnic Normal University

DOI:

https://doi.org/10.54475/jlt.2025.002

Keywords:

digital intelligent empowerment, learning engagement, intervention model, academic English writing

Abstract

Academic English writing is a crucial component of undergraduate English education. However, undergraduates commonly face challenges such as unclear topic selection, imprecise language expression, and a lack of depth and logical coherence in analysis and argumentation. This study, grounded in AGIL theory (Adaption, Goal Attainment, Integration, Latency Pattern Maintenance), integrates generative artificial intelligence with instant feedback to develop a “Human-Computer Dual-Instructor” model for learning engagement intervention. The model consists of four subsystems: the objective system, the environmental system, the operational system, and the response system for learning engagement intervention. Through an iterative intervention response mechanism, this model is capable of dynamically assessing intervention effects and ensuring the orderly flow of data among the subsystems. Using an academic English writing course as an example, this model is applied to the design of teaching interventions, aiming to enhance students’ learning engagement and academic writing skills.

Author Biographies

  • Ting Yin, Guangdong Polytechnic Normal University

    Ting Yin is an Associate Professor at the School of Foreign Languages, Guangdong Polytechnic Normal University, Guangdong Province, China. She holds a Master of Education and primarily conducts research on second language acquisition and computer-assisted language learning. Her extensive teaching experience and research contributions have positioned her as a key figure in the field of English language education.
    Email: 31934854@qq.com

  • Lin Weng, Nanyang Middle School

    Lin Weng is a high school English teacher at Nanyang Middle School, Yangshan County, Qingyuan City, Guangdong Province, China. She earned her master’s degree in English teaching of Subject Education from Guangdong Polytechnic Normal University in 2024. Since then, she has been actively involved in several key projects related to English teaching, contributing to advancements in pedagogy and classroom methodologies.
    Email: 3465367958@qq.com

  • Caiying Wu, Guangdong Polytechnic Normal University

    Caiying Wu (Corresponding Author) is currently pursuing a master’s degree in English Teaching of Subject Education at the School of Foreign Languages, Guangdong Polytechnic Normal University, Guangdong Province, China, starting in September 2024. Her research interests include teaching methods and course design, reflecting her dedication to enhancing the quality of English education.
    Email: 2712356106@qq.com

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Yin et al. (2025)

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Published

2025-01-22

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How to Cite

Yin, T., Weng, L., & Wu, C. (2025). Construction of the digital intelligence-enabled intervention model for learning engagement. Journal of Language Teaching, 5(1), 12-22. https://doi.org/10.54475/jlt.2025.002

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