The Teacher in the Loop: Re-conceptualizing Roles and Agency in AI-Enhanced College English Classrooms
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v7i1.4977
Abstract
The integration of generative AI and adaptive language tools into college English teaching improves teaching efficiency but challenges traditional teacher roles. Based on relevant studies from 2021 to 2026, this paper redefines teachers' roles under the "human-in-the-loop" paradigm, proposes four core positions, analyzes key tensions in human-machine collaboration, constructs a sustainable application model, emphasizes the importance of teacher agency, and discusses its implications for institutional policies, teacher development and future research.
Keywords
teacher in the loop; AI-enhanced classroom; college English teaching; teacher roles; teacher agency; human–machine collaboration; educational ethics
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[3] Selwyn, N. (2024). AI in education: Beyond the hype. Routledge.
[4] Biesta, G. (2022). The risks of agency: Education in an age of measurement. Routledge.
[5] Eteläpelto, A., et al. (2021). Teacher agency in educational change: A systematic review. Educational Research Review, 35, 100408.
[6] Miller, T., et al. (2022). Explanation in artificial intelligence: Insights from the social world. Artificial Intelligence, 310, 103774.
[7] Yang, X., et al. (2025). Research on the transformation of university English teachers in the AI era. Creative Education Studies, 13(4), 264–269.
[8] Brandmo, P., & Gamlem, S. E. (2025). Stop perfecting the feedback, start supporting the uptake: Rethinking AI in writing instruction. Frontiers in Education, 10, 1737037.
[9] Steiss, K., et al. (2024). Leveraging generative AI for university-level English writing: Student engagement and feedback quality. Journal of English for Academic Purposes, 59, 100876.
[10] Li, X., et al. (2025). Explainable AI framework for accuracy, fairness, and learner perception in English writing assessment. Journal of Visualized Experiments, 21(198), e69841.
[11] Shi, H. (2024). A systematic review of AI-based automated written feedback research. ReCALL, 36(1), 1–22.
[12] Mitchell, S., et al. (2023). Fairness and machine learning in education. MIT Press.
[13] Jacobsen, M., & Weber, V. (2023). Student perceptions of AI-generated writing feedback: Utility, trust, and fairness. Computers & Education, 206, 104782.
[14] Gkonou, E., & Miller, L. (2021). Emotions in second language writing: A systematic review. Journal of Second Language Writing, 56, 100684.
[15] Dai, Y., et al. (2023). Coherence and alignment: LLM feedback versus instructor feedback in university English writing. Journal of Computer-Assisted Language Learning, 36(4), 512–538.
[16] Deng, Z., et al. (2023). Teacher agency and technology integration in EFL classrooms: A mixed-methods study. Language Teaching Research, 27(5), 623–640.
Copyright © 2026 Yuanyuan Yang
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