Reevaluating the Role of Objective Questions in Writing Pedagogy in the Age of AI

The advent of Artificial Intelligence-Generated Content (AIGC) has transformed language education, particularly in teaching and assessing writing skills. Traditionally, writing has been viewed as a subjective task, with little connection to objective questions like multiple-choice questions. However, with AIGC's increasing prevalence, it's essential to reassess the value of objective questions in writing pedagogy. This article argues that objective questions have been underutilized in teaching and assessing writing skills, but can play a vital role in preparing students for AIGC challenges. By using objective questions, students can develop critical thinking skills to evaluate and compare AIGC versions, determining which best satisfies communicative needs. Objective questions can also provide scaffolding for learning complex writing skills, encouraging students to explore writing tasks in a more nuanced and effective manner. This article explores the potential of objective questions in writing pedagogy and discusses how they can enhance language education in the age of AI.