IntroductionResearchBackgroundWiththeacceleratingprocessofglobalization,English,asanimportanttoolforinternationalcommunication,playsanincreasinglyimportantrole.CollegeEnglishteaching,asakeylinktocultivatestudents'comprehensiveEnglishapplicationability,hasbeenattractingmuchattention.Amongthem,Englishwritingabilityisnotonlyanimportantindicatortomeasurestudents'Englishlevel,butalsoanindispensableskillforstudents'futureacademicresearch,internationalcommunicationandcareerdevelopment.However,thecurrentsituationofcollegeEnglishwritingteachingisnotoptimistic(臧福興，郭璐璐，2021).ThetraditionalteachingmodeofcollegeEnglishwritingtendstobeteacher-centered,andtheteachingmethodismainlyfocusingontheexplanationofgrammarknowledgeandtheapplicationofwritingtemplates(馬武林，胡加圣，2011).Inthismode,studentslackenoughspaceforindependentthinkingandinnovation,andthewritingcontentisoftenemptyanddevoidofpersonality,whichisdifficulttomeettheneedsofactualcommunication.Relevantresearchshowsthatabout70percentofstudentsfeelpassivelearningintraditionalwritingclasses,andmorethan70percentofthehomeworkisdisconnectedfrompracticalapplication(蔡基剛,2012).Atthesametime,ittakesalongtimeforteacherstoevaluateassignments,sostudentscannotreceivetimelyfeedback.Theyneedtowaitaweekorevenlongertogetfeedback,whichseriouslyaffectstheefficiencyofstudentstocorrecttheirmistakesandimprovetheirwritingabilityintime.Inaddition,theEnglishlevelofindividualstudentsvariesgreatly,andthetraditionalteachingmethodisdifficulttomeetthelearningneedsofdifferentstudents.Studentswithaweakfoundationoftenfeelpowerlesswhenfacedwithcomplexwritingtasks,whilestudentswithabetterfoundationmayfindtheteachingcontentunchallengingandunabletofullydeveloptheirpotentials.AsChen,Zhang,andLi(2023)discoveredintheirresearchoncollegeEnglishwritinginstruction,students'writingcapabilitiesexhibitsignificantvariability.Amongthesurveyedstudents,65%hadtroublewithvocabularyandgrammarduringwriting,andnearly85%ofthemreceivedinsufficientwritingskillstraining.AccordingtoCai’s(2012)statistics,about60percentofstudentshavevocabularyandgrammarerrorsinthewritingprocess,andmorethan80percentreportalackofeffectivetraininginwritingskills.Withtherapiddevelopmentofscienceandtechnology,artificialintelligence(AI)technologyhasgraduallypenetratedintothefieldofeducation,bringingnewopportunitiesandchallengestotheteachingofcollegeEnglishwriting.AsWangandLiu(2024)pointedoutintheirresearch,AItechnologyhaspowerfulfunctionssuchasdataanalysis,intelligentassessmentandpersonalizedlearningrecommendation,whichcaneffectivelymakeupfortheshortcomingsoftraditionalteachingmode.Forexample,intelligentwritingaidscandetectproblemssuchasgrammaticalerrorsandimpropervocabularycollocationinstudents'writinginrealtime,andprovidesuggestionsforrevision.Anautomaticgradingsystemcanquicklyandaccuratelygradestudents'compositions,greatlysavingteachers'timeandenergy.Stillthepersonalizedlearningplatformcanpushcustomizedlearningresourcesandwritingtasksforstudentsaccordingtotheirlearningconditionsandcharacteristics,soastoachieveindividualizedteaching.TheglobalAImarketisexpectedtoreachabout$60billionby2025,ofwhichtheeducationsectoraccountsforabout10%,andmorethan70%ofeducationalinstitutionshavebeguntouseAItechnologytoimproveteachingeffectivenessandefficiency(蔡基剛,2012).InEnglishteaching,theapplicationofAItechnologycaneffectivelyimprovestudents'listening,speaking,readingandwritingskills.EnglishlearnerswhouseAI-assistedteachingcanimprovetheirscoresby20%onaverage(蔡基剛,2012).Therefore,howtoorganicallycombineAItechnologywithcollegeEnglishwritingteachinghasbecomeanimportantissuetobesolvedurgentlyinthecurrenteducationfield.PurposesandSignificanceoftheResearchThepurposeofthisstudyistoexploreAI-assistedcollegeEnglishwritingteachingbasedoninput-outputtheory,thatis,toprovideinnovativeteachingideasandmethodsforcollegeEnglishwritingteachingbycombiningAItechnologywithinput-outputtheory,soastosolvetheproblemsexistinginthetraditionalteachingmodeandimprovestudents'Englishwritingabilityandcomprehensivelanguageapplicationability.Specifically,thisstudyhopestogivefullplaytotheadvantagesofAItechnology,providingpersonalizedlearningsupportandinstantfeedbackforstudentssoastomeetthelearningneedsofdifferentstudentsandimprovelearningefficiencyinthefuture.Meanwhile,thisstudyalsoaimstomakeitclearthattheteachingprocesscanbeoptimizedsothatstudents’understandableinputandeffectiveoutputpracticecanbeincreasedandtheinternalizationandapplicationofstudents'languageknowledgecanbepromotedinthefuturebasedoninputandoutputtheoryThisstudyhasimportanttheoreticalandpracticalsignificance.Atthetheoreticallevel,bycombiningAItechnologywithinput-outputtheory,theapplicationofsecondlanguageacquisitiontheoryinthefieldofeducationaltechnologyisexpanded,andthetheoreticalbasisforfurtherexploringtheintegrationofartificialintelligenceandforeignlanguageteachingisprovided.Inpractice,theresultsofthisstudyhaveimportantguidingsignificanceforimprovingtheteachingofcollegeEnglishwriting.Atthesametime,theapplicationofAItechnologycanreducetheteachingburdenofteachersandenablethemtoputmoreenergyintopersonalizedteachingandstudentguidance.Inaddition,thisstudyalsoplaysapositiveroleinpromotingtheapplicationofeducationaltechnologyinEnglishteaching,promotingeducationalequityandthebalanceddevelopmentofeducationalresources.TheStructureoftheThesisThethesisisstructuredtocomprehensivelyexploretheAI-assistedcollegeEnglishwritingteachingbasedontheinput-outputtheories.Chapter1isanintroduction,whichpresentstheresearchbackground,highlightingtheimportanceofEnglishwritingincollegeeducation,thedrawbacksoftraditionalteaching,andthepotentialofAI.Italsoclarifiestheresearchpurposeoffindinginnovativeteachingmethodsanditstheoreticalandpracticalsignificance.Chapter2istheoreticalbasis,whichelaboratesonKrashen'sInputHypothesisandSwain'sOutputHypothesis,includingtheirtheoreticaloverviewsandreflectionsinEnglishwritingteaching.Chapter3isliteraturereview,whichsummarizesinternationalanddomesticresearchonAI-assistedEnglishwritingteachingwithreseachgapexistinginpresentedandthusresearchquestionselaberated.Chapter4isresearchdesign,whichdetailstheresearchmethodwithquestionnairedesign,participantselection,datacollection,andanalysismethodspresented.Chapter5isresearchfindings,whichpresentstheresultsofthequestionnairesurvey,showinghowstudentsuseAIforwriting,howAIimprovestheirwritingability,andhowtointegrateAIintowritinginstruction,withissueslikeover-relianceonAIalsoidentified.Chapter6isimplicationsoncollegeEnglishwritingteaching,whichprovidessuggestionsforwritingteachingintheinputstage,outputstageandfeedbackstage.Chapter7istheresearchconclusionsandprospects,whichdrawsconclusionsabouttheeffectivenessofAI-assistedteachingandexistingproblems,andproposesfutureresearchdirectionsintermsofsampleexpansion,long-termfollow-up,andexplorationofnewAItechnologies.TheoreticalBasesInputHypothesisTheoryTheinputhypothesistheorywasproposedbyAmericanlinguistStephenD.Krashenin1982andisacorepartofhissecondlanguageacquisitiontheory.Krashen(1982)believesthatlanguageacquisitionisachievedthroughalargenumberofintelligibleinputs,andoccursnaturallywhenlearnersareexposedto"i+1"inputsthatareslightlyhigherthantheircurrentlanguagelevelandareabletofocusonunderstandingmeaningorinformationratherthanform(Krashen,1982).The"i"hererepresentsthelearner'scurrentlanguagelevel,andthe"1"representsthelanguagematerialslightlyhigherthanthecurrentlevel.Forexample,foranEnglishbeginnerwhosecurrentlevelisunderstandingsimpleeverydayconversationandbasicvocabulary,theinputatthe"i+1"levelmightbeanessayordialoguewithsomenewvocabularyandsimplegrammaticalstructures.Krashen(1982)proposedthattheideallanguageinputencompassesmultiplecrucialelements.Comprehensibilityholdsthekey.Inotherwords,thematerialsmustbealignedwithlearners'cognitivecapabilities,hencetheinputbeyondtheircomprehensionisineffective,otherwisemayhindertheiracquisitionprocess.Furthermore,engagingandcontextuallyrelevantcontentnotonlyfacilitatesimplicitlanguageacquisitionbutalsoencourageslearnerstoactivelyparticipateintheirlearningprocess,therebyenhancingtheiroverallproficiency.Languageacquisitiondoesnotdependonrigidgrammaticalprogressionbutratheronprovidingamplecomprehensibleinput.Theinputhypothesisalsoemphasizesthedistinctionbetweenlanguageacquisitionandlearning.Krashen(1982)believesthatlanguageacquisitionisasubconsciousprocess,justlikechildrenacquiretheirmothertongue.Itisaprocessofgraduallymasteringlanguageabilitythroughalargenumberofcomprehensibleinputsinthenaturallanguageenvironment.Whilelanguagelearningisaconsciousprocess,mainlythroughclassroomteachingandotherwaystolearnlanguagerulesandknowledge.Insecondlanguagelearning,languageacquisitionismoreimportantthanlanguagelearning,becausetheacquiredlanguageabilityismorenaturalandfluent,andcanbeusedmorefreelyinpracticalcommunication(Krashen,1982).InputhypothesisplaysanimportantguidingroleincollegeEnglishwritingteaching,providingawealthofunderstandableinputsourcesandteachingideasforwritingteaching.Intermsoftheselectionofteachingmaterials,teachersshould,accordingtothe"i+1"principleoftheinputhypothesis,selectteachingmaterialswithmoderatedifficulty,richcontentandclosetostudents'lifeandinterests.Expandingreadingmaterialsisalsoanimportantwaytoprovidecomprehensibleinput.TeacherscanrecommendstudentstoreadvariouskindsofEnglishnewspapers,magazinesandnovels.Thesereadingmaterialsarenotonlyauthenticinlanguage,butalsoextensiveincontent,coveringpolitics,economy,culture,scienceandtechnology,literatureandotherfields,whichcanmeetdifferentstudents'interestneedsandstimulatestudents'interestinreading.Atthesametime,throughreadingthesematerials,studentscanunderstanddifferentwritingstylesandexpressions,learnawealthofvocabulary,phrasesandsentencepatterns,broadentheirhorizonsandaccumulatewritingmaterials.(Krashen,1982).OutputHypothesisTheoryTheOutputhypothesistheorywasproposedbyCanadianlinguistMerrillSwainin1985.Swain'sresearchonimmersivebilingualeducationinCanadafoundthatwhilestudentsreceivealotofcomprehensibleinput,theystillfallshortintheaccuracyandfluencyoftheirlanguageexpression.Therefore,sheproposedtheoutputhypothesis,whichemphasizestheimportantroleoflanguageoutputintheprocessoflanguageacquisition.AccordingtoSwain(1985),languageoutputhasthreefunctions.Oneisthetriggeringfunction.Duringtheprocessofproducingthelanguage,learnerswillnoticethegapbetweenwhattheywanttoexpressandtheirmasteryofthelanguageknowledge,thusrealizingthedeficiencyoftheirownlanguageknowledge.Thisattentionwilltriggerthelearner'sacquisitionofnewknowledgeandconsolidationofexistingknowledge.Thesecondishyphthesistesting.Theoutputcanhelpstudentstestwhethertheirhypothesiswhichtheymakeabouttherulesandformsofthetargetlanguageintheoutputprocessarecorrectornotthroughpracticalapplication.Iftheoutputresultsarenotconsistentwiththeexpectations,learnerswilladjusttheirassumptions,re-learnandtry,andgraduallygetclosertothecorrectexpressionofthetargetlanguage.Thethirdisthemetalinguisticfunction,inwhichtheoutputpromptsthelearnertothinkandanalyzetheformandmeaningofthelanguage,toconsiderthelanguageasanobjectofthought,andthustodeepentheunderstandingoftherulesandusagesofthelanguage.TheoutputhypothesishasimportantguidingsignificanceincollegeEnglishwritingteaching,whichprovidesanewperspectiveandmethodforwritingteaching,andhelpstoimprovestudents'writingabilityandcomprehensivelanguageapplicationability(Swain,1985).InEnglishwritingteaching,thetriggeringfunctionofoutputhypothesisisveryobvious.Whenstudentsarewriting,theyneedtoexpresstheirthoughtsandopinionsinEnglish.Inthisprocess,theywillconstantlyfindtheirshortcomingsinvocabulary,grammar,expressionandotheraspects(Lyster&Ranta,1997).Forinstance,whendescribingacomplexsceneorevent,studentsmayfindthattheirvocabularyislimitedandtheycannotaccuratelyexpressthedetails.Orwhenusingcertaingrammaticalstructures,theremaybemistakesorinappropriateness.Theoccurrenceoftheseproblemswillattractstudents'attention,andencouragethemtotaketheinitiativetolearnnewvocabulary,grammarknowledge,orconsultrelevantmaterialstomakeupfortheirshortcomings.Inthisway,studentscanlearnandimprovetheirownlanguageabilityinamoretargetedway,ratherthanpassivelyaccepttheknowledgetaughtbyteachers.Hypothesistestingfunctionalsoplaysanimportantroleinwritingteaching(Ellis,2003).Intheprocessofwriting,studentswillusethelanguageknowledgetheyhavelearnedtoexpressthemselves,whichisactuallyahypothesistestingoftheirknowledge.Forexample,afterlearninganewsentencepatternorexpression,studentswilltrytouseitintheirwritingtoseewhethertheycanaccuratelyconveytheirmeaningandwhetheritisinlinewithEnglishexpressionhabits.Iftheirexpressionisrecognizedbyteachersorclassmates,thenitshowsthattheirhypothesisiscorrect,whichwillenhancetheirself-confidenceandconsolidatetheknowledgetheyhavelearned.Onthecontrary,ifthereareproblemsintheirexpressionandtheteacherorclassmatespointouttheirmistakes,theywillrealizethattheirassumptionsarebiased,sothattheycanre-learnandunderstandrelevantknowledgeandadjusttheirexpression.Throughcontinuoushypothesistesting,studentscangraduallymasterthecorrectwayofusinglanguageandimprovetheirwritingskills.Thefunctionofmetalinguisticreflectionisalsofullyreflectedinthewritingteaching(Bitchener&Knoch,2008).Afterthecompletionofwriting,teachersusuallyaskstudentstocheckandrevisetheircompositions,whichistheprocessofstudents'metalinguisticreflection.Whenstudentsexaminetheircompositions,theywillexamineandanalyzetheirwritingfrommanyaspects,suchasgrammar,vocabulary,logicalstructure,andtextualcoherence.Theythinkaboutwhethertheirwordsareaccurateandappropriate,whethertheirgrammariscorrect,whethertheirsentencestructureisreasonable,andwhetherthecohesionbetweenparagraphsisnatural.Throughthiskindofreflection,studentscanhaveadeeperunderstandingoftherulesandcharacteristicsoftheEnglishlanguage,findtheirownproblemsinwriting,andlearnhowtoimproveandoptimizetheirwriting.LiteratureReviewTheexponentialgrowthofartificialintelligence(AI)hasrevolutionizedvariousaspectsofmodernlife,andthefieldofeducationisnoexception.CollegeEnglishwritinginstruction,acrucialpartoflanguageeducation,isnowpresentedwithunprecedentedopportunitiesandchallengesduetoAI.Theinput-outputtheory,whichhighlightsthevitalroleoflanguageinputandoutputinlanguageacquisition,offersarobusttheoreticalframeworkforexploringinnovativecollegeEnglishwritingteaching.ThisliteraturereviewaimstocomprehensivelysummarizerelevantresearchbothabroadandinChina,providingvaluableinsightsforfurtherresearchonAI-assistedcollegeEnglishwritingteaching.ResearchofAI-AssistedEnglishWritingTeachingAbroadOverthepastfewdecades,internationalscholarshaveincreasinglydelvedintoAI-assistedEnglishwritinginstruction,oftengroundingtheirresearchinlanguageacquisitiontheoriesliketheInputHypothesis(Krashen,1985)andtheOutputHypothesis(Swain,1985).AI-writingtoolshavebeenwidelyexploredfortheireffectiveness.Forinstance,BitchenerandKnoch(2010)conductedastudyontheimpactofcorrectivefeedbackinL2writing.TheirfindingssuggestedthatthecorrectivefeedbackfeaturesinmanyAI-writingtools,suchasGrammarly,significantlyimprovewritingaccuracy.Grammarlycanidentifygrammar,spelling,andvocabularyerrorsinreal-time,providingimmediatefeedbacktostudents.Ameta-analysisbyLiuandStapleton(2015)oncomputer-assistedwritingassessment(CAA)systemsindicatedthatthesesystemseffectivelyenhancestudents’writingskills,especiallyingrammarandvocabularyuse.However,someresearchershaveraisedconcerns.SaitoandStapleton(2017)foundthatover-relianceonAIfeedbackmayhamperstudents’independentthinkingandcreativity.RecentresearchhascontinuedtoexplorethepotentialofAIinEnglishwritingteaching.KesslerandBikowski(2023)investigatedtheuseofAI-poweredspeech-to-texttechnologyinEnglishwritinginstruction.Theirstudydemonstratedthatthistechnologycouldimprovestudents’writingproductivity,asitallowedstudentstodictatetheirideasfreelyandthenrefinethewrittenoutput.ResearchofAI-assistedEnglishWritingTeachingatHomeInChina,Englishwritingteachingresearchhasundergonesignificantdevelopment.Initially,traditionalteachingmethodswerepredominantlyteacher-centered,focusingongrammar,vocabulary,andwritingtemplates(Hu,2012).Withtherapiddevelopmentoftechnology,ChinesescholarshavestartedexploringtheintegrationofAIinEnglishwritingteaching.ZhangandWang(2022)carriedoutastudyontheapplicationofanAI-writingassistantinacollegeEnglishwritingcourse.Theresultsshowedthattheuseofsuchassistantsimprovedstudents’writingscoresandtheirattitudestowardswriting.TheAIassistantprovidedpersonalizedfeedback,enablingstudentstoaddresstheirindividualwritingproblems.LiandLiu(2023)exploredtheuseofbigdataanalyticsinEnglishwritingassessment.Byanalyzingstudents’writingdata,teacherscouldgaininsightsintostudents’writinghabitsanddifficulties,facilitatingthedesignofmoretargetedteachingactivities.However,ChenandSun(2023)pointedoutchallenges.TheyarguedthattheaccuracyofAI-generatedfeedbackisinconsistent,andteachersneedtoverifyandsupplementthefeedback.Additionally,teachersrequiretrainingtoeffectivelyintegrateAI-assistedteachingtoolsintotheclassroom.ResearchQuestionsMostoftheliteraturefocusesontheadvantagesofAIinwritingteachinganditsapplicationintheinput-outputtheoryfromageneralorteacher-centeredperspective,whichlacksanin-depthexplorationofhowcollegestudentsthemselvesactivelyadoptAItoassisttheirwriting.Littleresearchhasbeendoneonstudents'decision-makingprocesseswhenchoosingAItools,theirusagefrequency,andhowtheyintegrateAI-generatedfeedbackintotheirwritingpractice.Accordingly,thestudywillexplorethefollowingthreemainquestions:HowdocollegestudentsadoptAItohelptheirwriting?HowcanAItechnologyfacilitatecollegestudentswritingability?HowAIcanbeincorporatedefficientlyintocollegestudents’writinginstruction?ResearchDesignTocomprehensivelyinvestigatehowartificialintelligencecanenhancecollegeEnglishwritinginstructionwithintheframeworkofinput-outputtheory,thisstudyformulatesthreecoreresearchquestions.Thesequestionsfocusonstudents'useofAI-assistedwritingtools,themechanismsthroughwhichAIsupportstheirwritingproficiencydevelopment,andstrategiesforeffectivelyintegratingAIintowritingpedagogy.Toaddressthesequestions,thisstudyemploysaquestionnaire-basedresearchmethodology.DataweresystematicallycollectedfromameticulouslyselectedsampleofuniversitystudentsandsubsequentlyanalyzedusingExcel.ThissystematicapproachaimstooffervaluableinsightsintotheapplicationofAIincollegeEnglishwritinginstruction,providingactionablerecommendationsforeducators.ResearchMethodInordertodeeplyunderstandstudents'viewsandexperienceonAI-assistedEnglishwritingteachingandproblemsencounteredinthelearningprocess,thisstudydesignedadetailedquestionnaire.Thequestionnairecoversmanyaspects(seeAppendix),includingtheiruseofAItools,theirattitudeandevaluationofAI-assistedwritingteaching,difficultiesencounteredinthewritingprocess,andsuggestionsforteachingimprovement.Whendesigningthequestionnaire,avarietyofquestiontypeswereadopted,suchassinglechoice,multiplechoice,shortanswer,etc.,toensurethatstudents'feedbackinformationcouldbecollectedcomprehensivelyandaccurately.Afterthequestionnairedesignwascompleted,apre-surveywasconducted,andsomestudentswereselectedtofillinthequestionnaire.Accordingtothetestresults,thequestionnairewasoptimizedandimprovedtoensurethatthecontentofthequestionnairewasclearandeasytounderstand,andthequestionwasexpressedaccuratelyandwithoutambiguity.Duringtheformalinvestigation,questionnairesweresentouttotheresearchsubjectsthroughthenetworkplatform,and200validquestionnaireswerecollected.Detailedstatisticsandanalysiswerecarriedoutontherecoveredquestionnairedata,andtabularmethodisusedfordescriptivestatisticssoastorevealstudents'attitudes,needsandexistingproblemstowardsAI-assistedEnglishwritingteaching,andprovidedatasupportforsubsequentteachingpracticeandresearch.ResearchParticipantsThisstudyselectsnon-EnglishmajorstudentsfromcollegeEnglishcoursesofChongqingTechnologyandBusinessUniversityastheresearchobjects.ChongqingTechnologyandBusinessUniversityisarepresentativecomprehensiveuniversity,anditscollegeEnglishcoursescoverstudentsofdifferentmajorsandgrades.Thestudents'Englishlevelandlearningbackgroundhaveacertaindiversityanddifference,whichcanbetterreflectthegeneralsituationofcollegeEnglishteaching.Specifically,thestudyincludedfreshmenandsophomoresfromavarietyofmajors,includingscienceandengineering,liberalartsandbusiness.FreshmenandsophomoresareselectedsinceEnglishisacomplusorycourseforthem,andwritingisanecessaryelementofEnglishlearning,theteachingmodelbasedoninputandoutputtheorycanhaveamoreprofoundinfluenceonshapingtheirEnglishwritingskills.Atthesametime,studentsofdifferentmajorsmayhavedifferencesinEnglishwritingduetotheirdifferentprofessionalbackgroundsandlearningneeds,whichalsoprovidesmoreabundantdatasourcesandresearchperspectivesfortheresearch.Forexample,scienceandengineeringstudentsmayhavecertainadvantagesinscientificEnglishwriting,buttheymayfaceproblemssuchasinsufficientvocabularyanddelicateexpressioninhumanitiesandsocialscienceswriting.Liberalartsstudentsmaybebetteratlanguageexpressionandlogicalthinking,buttheymaylackintheuseofprofessionalterms.Throughthestudyofstudentsfromdifferentmajors,wecanmorecomprehensivelyunderstandtheinfluenceofAI-assistedcollegeEnglishwritingteachingondifferenttypesofstudents,andprovidemoretargetedsuggestionsforteachingpractice.Followingisthedetailofstudentinformation:Table1:TheNumberofStudentsfromDifferentCollegesintheQuestionnaireCategoryofSubjectNameofCollegeNumberofstudentsLiberalArtsCollegeofLiteratureandJournalism20CollegeofArt25CollegeofLaw20CollegeofMarxism15CollegeofPublicAdministration20ScienceCollegeofMathematicsandStatistics20CollegeofComputerScienceandInformationEngineering25CollegeofMechanicalEngineering20CollegeofEnvironmentandResources20CollegeofArtificialIntelligence15Total200DataCollectionThisstudyconducteddatacollectiontocomprehensivelyandaccuratelyobtainrelevantinformationaboutAI-assistedcollegeEnglishwriting,andtoprovidesufficientdatasupportfortheanswertotheresearchquestions.Atthebeginningofthesemester,questionnairesweresenttotheresearchsubjectsthroughthenetworkplatform,andquestionnaireswereanonymoustoeliminatestudents'concernsandensuretheauthenticityandreliabilityofthedata.Afterthequestionnairewasreleased,thestudentswereremindedtofillinthequestionnairethroughemails,classgroupsandotherchannelsintime,andthequestionnairewasrecoveredwithinaweek.Atotalof200questionnairesweresentout,and200wereeffectivelyrecovered,withaneffectiverecoveryrateof100%.Thecollectedquestionnairesweresortedoutforsubsequentdataanalysis.DataAnalysisForthequestionnairesurveydata,Excelandpercentagearemainlyusedforstatisticalanalysis.Therawdatafromthe200-questionnairesurveywasimportedintoExcel.Thedatawascarefullyarrangedinatabularformatwhereeachrowrepresentedadistinctaspectrelatedtocollegestudents'utilizationofAIinEnglishwriting.Forinstance,differentrowscovereddetailssuchasthetypesofAItoolsstudentsused,theirperceptionsofAI-relatedfunctions,andtheirexpectationsregardingAI-integratedwritinginstruction.Columnswereclearlylabeledtodistinguishbetweenthespecificquestionsoritemsandthecorrespondingpercentagesofstudentresponses.Thisallowedforaninitialvisualinspectionofthedatadistribution.ByusingExcel'ssortingandfilteringfunctions,itwaspossibletoquicklygroupandanalyzedatabasedondifferentcategories.Forexample,wecouldsortthedataaccordingtothepopularityofvariousAIwritingtools