AI-Enhanced Outcome-Based College English Teaching Evidence of Initial Outcomes_Vol. 3 No. 5 (JHET 2026)_Journal of Higher Education Teaching (ISSN: 3005-5776)

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AI-Enhanced Outcome-Based College English Teaching Evidence of Initial Outcomes

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DOI: https://doi.org/10.62517/jhet.202615517

Author(s)

Xiaoqing Zeng1,2, Prabath Ekanayake2

Affiliation(s)

1Shenyang City University, Shenyang, Liaoning, China 2University of Peradeniya, Peradeniya, Sri Lanka

Abstract

This paper reports the early outcomes of embedding artificial intelligence (AI) into an outcome-based College English course at Shenyang City University, where AI-supported practice and feedback were attached to tasks built around explicit learning outcomes. The analysis draws on two sources: a questionnaire from the 2024-entry cohort and the institution's course records for two consecutive stages, B-2 and B-3. Of 350 questionnaires, 329 were usable (94.00%); matching teaching-class names yielded 51 shared classes. The survey is encouraging: over 95% of students understood the course objectives, task requirements, and assessment criteria, OBE-item agreement ran 92–94%, and AI-support agreement 87–88%, with 95.74% wanting the approach to continue. The class records agree: across the 51 classes the weighted final-examination mean rose from 70.60 to 72.23 and the pass rate from 76.78% to 82.71%, with smaller gains in overall marks. The evidence does not establish causation, but it suggests that tying AI tools to explicit outcomes is a workable way to support College English students.

Keywords

Artificial Intelligence; Outcome-Based Education; College English; Teaching Reform; Learning Outcomes

References

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