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A GenAI-Enabled New Paradigmfor Fostering STEM Students’ Academic English Communicative Competence
LI Xue-xin
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DOI:10.17265/1539-8072/2026.03.002
University of Shanghai for Science and Technology, Shanghai, China
Fostering STEM students’ communicative competence (CC) in English for General Academic Purposes (EGPA) is an urgent and challenging task, which is not only closely linked to students’ academic growth and future career prospects, but also serves as a core element of academic English teaching reform in China’s STEM universities. However, the traditional teaching paradigm prioritizes the learning of basic academic language knowledge and skills, while neglecting the development of academic CC, resulting in a clear disconnect between learning and practical application. To effectively address these issues, this study focuses on exploring a GenAI-enabled new paradigm for enhancing STEM students’ EGPA CC. Guided by Dialogic Teaching and Situated Learning Theories, it proposes the intelligent dialogic teaching (IDT) paradigm. This paradigm centers on the triadic synergy of “Teacher-GenAI-Student” and is put into practice through the 4R Model (Ready-Rehearse-Review-Refine), aiming to provide a research example and practical guidance for the cultivation of STEM students’ EGPA CC and the innovation of academic English teaching models in STEM universities.
GenAI-enabled, intelligent dialogic teaching paradigm, STEM students, academic English communicative competence
LI Xue-xin. A GenAI-Enabled New Paradigm for Fostering STEM Students’ Academic English Communicative Competence. Sino-US English Teaching, May-June 2026, Vol. 23, No. 5-6, 104-110 10.17265/1539-8072/2026.03.002
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