1 Introduction

The importance and current situation of teaching design for academic English writing in universities were discussed. It is pointed out that research on academic English writing teaching in China has developed from introduction and imitation to innovation, but overall it is still in the experimental exploration stage, with problems such as mismatch between learning tasks and students' writing abilities, and poor teaching effectiveness. At the same time, under the traditional teaching mode, the roles of teachers and students are single and neglect the subjectivity of students. It is necessary to stimulate learning autonomy through role design. In addition, existing research focuses more on the development of writing skills and neglects the role of instructional design in enhancing writing related abilities. This study attempts to design teaching based on the concept of empowerment education to improve the effectiveness of academic English writing teaching.

2 Empowering and Empowering Academic English Writing Teaching Design

Introduced the application of empowerment and empowerment education in academic English writing teaching. This approach emphasizes the unity of roles, rights, and responsibilities, advocating for personalized learning plans and the design of learning tasks that integrate practice, learning, and application. In academic English writing teaching, students develop learning plans based on their interests, teachers design relevant learning tasks, and students gain diverse abilities through completing these tasks. The core task of instructional design is to use interest based reading materials, where students independently determine their academic interests, search, organize, and study English materials, and compile reading materials. Students take on the role of "researchers" and have the right to choose content, while also being responsible for tasks such as material screening, reading, and writing. During the teaching process, students also need to showcase their academic interests, communicate with their peers, and reflect on their evaluations. Teachers assume the roles of teachers, guides, learners, and evaluators, providing knowledge explanations, guidance suggestions, and feedback. By empowering and empowering teaching, we promote the unity of students' roles, rights, and responsibilities, and improve their academic English writing abilities.

3 Research Design

This chapter introduces a research design on empowering academic English writing teaching mode. The research aims to explore whether this teaching design can improve students' academic English writing ability and understand their evaluation of the course effectiveness. The research subjects are first-year non English major students from a "Double First Class" university in northern China, divided into an experimental group and a control group. There is no significant difference in writing ability between the two groups in the pre-test. The teaching experiment lasts for 12 weeks, with the control group using traditional teaching methods and the experimental group using an empowering teaching design, including planning stage, classroom presentation, group communication, teacher explanation, student reflection, and other stages. Experimental class students are required to define their own academic interests, develop study plans, complete course tasks, and write reflection journals. Data collection and analysis include writing text scoring and analysis, questionnaire collection and analysis, and reflection log analysis to ensure comparability and reliability of the data.

4 Research Results and Discussion

The experimental class students have significantly improved their academic English writing skills, especially in vocabulary and syntax usage. Compared with traditional teaching methods, the design of empowering and empowering teaching is more effective, and the experimental class students perform better than the control class in multiple dimensions. The language proficiency of students has significantly improved and is higher than that of the control group. Introducing interest driven tasks into instructional design can stimulate learning motivation, improve writing quality and engagement. The reflection log shows that students have improved their language proficiency through reading and writing tasks. Empowering and empowering instructional design provides a self-directed learning platform, enhances students' sense of responsibility, aligns with their cognitive abilities, and promotes the improvement of their writing skills. Multiple rounds of teacher-student joint evaluations help students strengthen their writing focus, identify and correct problems, and improve writing quality in a timely manner. Students have a positive evaluation of the course's effectiveness, believing that the course helps improve academic English writing skills and related writing abilities, such as literature search, critical thinking, English presentation, communication, self reflection, data integration, reader awareness, information summarization, and breaking through reading limits. The task setting is gradual and does not cause additional burden. Students consolidate their knowledge, cultivate relevant abilities, and achieve diversified empowerment while completing tasks.

5 Conclusion

This chapter summarizes the academic English writing course designed based on the concept of empowerment, emphasizing the enhancement of student subjectivity and the stimulation of learning interest through the course. Empirical research shows that this teaching design can enhance students' academic English writing ability, and students have positive self-evaluation in reading, literature retrieval, and other aspects. The study points out that there are time and object limitations in current research. It is recommended that future research improve teaching design, expand research scope, and conduct longer longitudinal studies to explore the impact of teaching design on the development of diverse abilities.