Abstract

The rapid rise of generative artificial intelligence (GenAI) presents both opportunities and challenges for English as a Foreign Language (EFL) education. While AI can support efficiency and personalization, concerns about student over-reliance, academic integrity, and diminished critical thinking remain pressing. This study explores these issues through the lens of Human-in-the-Loop (HITL) theory, which emphasizes the centrality of human oversight and intervention in automated systems.

Building on HITL, the study develops a three-level framework for the teacher–student–AI triad: basic assistance, where AI functions as a background tool; collaborative innovation, where students engage with AI under teacher guidance; and reflective optimization, where AI evolves into a co-teacher through iterative feedback. To operationalize the framework, three case scenarios are designed for college EFL contexts: argumentative writing, impromptu speaking, and exploratory learning in literature.

The study contributes theoretically by extending HITL into language education, providing a structured model for balancing AI assistance with human agency. Practically, the proposed scenarios offer educators concrete strategies to integrate AI in ways that are designed to enhance efficiency, creativity, and engagement while safeguarding academic rigor. The findings underscore the need to view AI not as a replacement but as a partner—one that enriches EFL pedagogy when guided by human-centered design.

This work is licensed under a Creative Commons Attribution 4.0 License.