Integrating Cognitive Dissonance Theory into the “Teacher-Student-AI” Triadic Cognitive Interaction Model-Based on College English Reading and Writing Courses

Against digital transformation in higher education, the traditional teacher-student binary mode fails to meet personalized college English reading and writing needs. The “Teacher-Student-AI” Triadic Cognitive Interaction Model integrates generative artificial intelligence tools into daily classroom instruction, balances standardized group teaching and individual guidance, emerging as mainstream intelligent foreign language teaching direction. Nevertheless, the current triadic interaction frameworks only optimize external teaching procedures but ignore learners’ internal cognition, resulting in superficial class communication and students’ long-term over-reliance on instant feedback generated by AI platforms. Few scholars take Festinger’s Cognitive Dissonance Theory as the core analytical tool to build targeted triadic frameworks for EFL reading and writing. This paper systematically sorts out and evaluates domestic and international literature reviews relevant domestic and foreign literature, analyzes shallow interaction’s psychological roots via Cognitive Dissonance Theory, and constructs an optimized interdisciplinary triadic model with practical teaching strategies. Its research enriches intelligent foreign language education theories and provides systematic references for college English curriculum design and reform.