Proceedings of the 2025 5th International Conference on Education, Language and Art (ICELA 2025)

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Analysis of Teacher Role Consciousness Within Generative AI-Assisted Writing Evaluation

Authors
Haoyue Zhang1, *
1School of Chinese Language and Literature, Jiangsu Normal University, Xuzhou, Jiangsu, 221116, China
*Corresponding author. Email: HaoyueZhang9085@outlook.com
Corresponding Author
Haoyue Zhang
Available Online 15 February 2026.
DOI
10.2991/978-94-6463-988-9_9How to use a DOI?
Keywords
Generative Artificial Intelligence; Generative AI-Assisted; Writing Evaluation; Teacher Consciousness
Abstract

In recent years, generative artificial intelligence (GAI) has attracted unprecedented attention around the world, and its influence is deep into every industry. The educational sector has seen extensive discussions about the application value of GAI. To investigate how GAI impacts teachers’ work in composition instruction, this study explores the potential and application-related risks of GAI in collaborative writing evaluation. The study points out that GAI has great potential in terms of feedback efficiency, personalized guidance and stability of evaluation. Hence, it can effectively share the basic evaluation work of teachers. However, GAI also has significant risks, such as unstable results caused by differences in prompts, lack of consistency in theme determination, ethical risks and emotional deficits. Based on this, the study proposes that teachers should take GAI as an efficient tool, combine the advantages of GAI tools and teachers’ humanistic care, form a new writing teaching mode. Hence, establish the role consciousness of being a technology master, emotional supporter and ethical gatekeeper.

Copyright
© 2026 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 2025 5th International Conference on Education, Language and Art (ICELA 2025)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
15 February 2026
ISBN
978-94-6463-988-9
ISSN
2352-5398
DOI
10.2991/978-94-6463-988-9_9How to use a DOI?
Copyright
© 2026 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Haoyue Zhang
PY  - 2026
DA  - 2026/02/15
TI  - Analysis of Teacher Role Consciousness Within Generative AI-Assisted Writing Evaluation
BT  - Proceedings of the 2025 5th International Conference on Education, Language and Art (ICELA 2025)
PB  - Atlantis Press
SP  - 74
EP  - 82
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-94-6463-988-9_9
DO  - 10.2991/978-94-6463-988-9_9
ID  - Zhang2026
ER  -