INTEGRATING GENERATIVE CHATBOTS IN SECONDARY ENGLISH TEACHING: A 2D3S4L MODEL FOR PEDAGOGICAL DESIGN

This paper presents the 2D3S4L instructional model, designed to embed generative chatbots into secondary English classrooms with pedagogical coherence.The model aligns teaching and learning processes across two dimensions (teachers and students), three stages of instruction (pre-class, in-class, post-class), and four recursive loops (analyze, design, implement, evaluate).Grounded in sociocultural theory and the TPACK framework, the model was implemented in Chinese secondary schools using deep seek and Doubao AI to support writing, speaking, and reflective reading tasks.Findings show chatbots enhanced idea generation, linguistic accuracy, and learner autonomy, while teacher prompts and scaffolded feedback were critical for effective integration.Concrete examples illustrate how chatbots facilitate task execution and deepen reflection.The paper contributes a structured framework and practical guidance for future AI-enhanced language instruction.