Harnessing Objective Questions to Enhance Writing Pedagogy and AI Literacy in the Digital Age

Abstract

The rapid integration of artificial intelligence-generated content (AIGC) into educational settings has fundamentally transformed writing pedagogy, presenting both opportunities and challenges. Traditionally, writing instruction has prioritized subjective assessments, often overlooking the potential of objective questions (OQs) as complementary tools to scaffold complex skills. This study reevaluates the role of OQs in L1 Chinese writing pedagogy, particularly in the context of students' increasing reliance on AI tools. Drawing on constructivist learning theory, cognitive load theory, and established writing frameworks (process and genre approaches), the research explores strategies for integrating OQs with writing-oriented thinking frameworks (e.g., MECE, SWOT) and scenario-based AIGC evaluation tasks. An 8-week empirical study with 75 undergraduate students in an L1 Chinese business writing course demonstrated that OQs can effectively scaffold logical coherence, structured thinking, and AI literacy (including bias detection and ethical use). Paired t-tests revealed significant improvements in students' structural writing and AIGC evaluation skills. However, the study acknowledges the inherent limitations of OQs in addressing holistic writing competencies such as synthesis, writer identity, and creative expression. The article concludes with recommendations for building an integrated teaching ecosystem that balances structured OQ scaffolding with authentic subjective writing practice.