In 1985, Swain proposed the “Output Hypothesis” theory, emphasizing the importance of output in language learning ([13]). Writing is an output task in language learning. As one of the fundamental language skills (listening, speaking, reading, writing, and translation), writing tasks in real life were often inseparable from reading tasks ([4], cited from [7]). To complete an English writing (language output) task, students required a sufficient amount of meaningful reading (language input) as support. Krashen’s Input Hypothesis theory posited that second language acquisition was not achieved through learning but depended on the acquisition of input, that was, understanding the meaning or information of the input content ([13]: p. 119). To better accomplish writing tasks, students can read English model texts related to the writing assignment from the multilingual database platform of Xi Jinping: The Governance of China online. Reading model texts not only allowed students to complete reading tasks but also provided them with various writing materials. By reading English translations of works by leaders, students not only learned knowledge about English vocabulary, sentences, paragraphs, and discourse but also subtly developed a correct outlook on life and the world, fostering a deep sense of national identity and accumulating material for college English writing. For example, the theme of Unit 4 in Book 1 of New Start College English was “Internet”. Students had the task of writing an English article on the topic of the internet. After reading the textbook passage, they can read the English article titled “Let a Healthy Internet Guide and Reflect Public Opinion” from Volume 2 of the multilingual database platform of Xi Jinping: The Governance of China. Since the internet falls under the category of technology, students can also read the English article titled “Build China into a World Leader in Science and Technology” from Volume 2 of the multilingual database platform of Xi Jinping: The Governance of China. Through reading English model texts related to writing tasks in the multilingual database platform of Xi Jinping: The Governance of China, students not only gained information pertinent to the writing task and learn knowledge about English vocabulary, sentence structures, etc., but also collected materials relevant to their writing. Simultaneously, ideological and political elements were gradually integrated into students’ learning and absorbed into their minds during the reading of these model texts.

Krashen’s Input Hypothesis theory posited that second language acquisition did not occur through learning but depended on acquiring the input, understanding the meaning or information of the input content ([13]: p. 119). To transform students’ reading of English model texts into comprehensible and meaningful input, in-depth analysis of the English model text becomes the first step in writing ([7]). Under traditional writing teaching models, teachers and students primarily analyzed paper-based model texts at the lexical, sentential, paragraph, and discourse levels ([7]: p. 53). In contrast, the multilingual database platform of Xi Jinping: The Governance of China can present both the macro-level discourse and micro-level features of texts in a visual format, making it easier for students to intuitively and systematically understand the discourse characteristics of the English model text.

Students can use the discourse presentation module in the multilingual database platform of Xi Jinping: The Governance of China to gain a macro-level understanding of the discourse features of the English model text.

At the micro level, students can use the word frequency option in the research module of the multilingual database platform of Xi Jinping: The Governance of China to generate a visual word cloud of the model text. The word cloud, formed based on the frequency of word usage with varying sizes, allows students to intuitively and clearly grasp the keywords of the English model text, thereby understanding the main points and core content of the discourse ([7]: p. 53). For example, in the English article titled “Build China into a World Leader in Science and Technology,” apart from words like “and,” “the,” “of,” “to,” “in,” and “a,” the word “innovation” appears 59 times, accounting for 1.39% of the text; “scientific” appears 52 times, accounting for 1.23%; and “development” appears 45 times, accounting for 1.06%.

According to Krashen’s Input Hypothesis theory, English model text analysis was good for students to acquire the meaningful input of language.

Collaborative writing referred to a writing style that uses cooperative learning to engage in group activities in writing classes and jointly complete writing tasks ([9]). Writing, as a behavioral process, generally included three stages: perception, conception, and expression ([17], cited by [9]). Students can freely pair up or form groups to engage in group activities of perception, conceptualization, and expression discussion, and then work together to complete writing. After reading the English model essays and their analyses from the multilingual database platform of Xi Jinping: The Governance of China, students could work together to write from three stages: perception, conception, and expression ([17], cited by [9]). The first stage (perception) was the intuitive understanding of the objective world. The second stage (conceptualization) was of utmost importance in collaborative writing. After selecting the writing object and writing goal, people chose, organized, analyzed, and synthesized various scattered materials perceived, in order to establish the theme, basic content, and writing style of the article ([9]). Gradually shifting from intuitive understanding of the objective world to rational understanding. Finally, students would express their well-conceived content in English and complete the entire process of collaborative English writing.

According to the “Output Hypothesis” theory, collaborative writing was beneficial to students’ output of language.

After reading the English model essays, analyzing them, and engaging in collaborative writing, students began to independently complete writing tasks on the platform: iWrite. The platform (iWrite) was an English writing teaching and evaluation system developed by the Foreign Language Education and Research Press of Beijing Foreign Studies University. Students can practice English writing on iWrite , and the system had functions such as machine review, peer evaluation, and teacher evaluation for students’ English compositions. Independent writing followed a process similar to collaborative writing: the first stage (perception), the second stage (planning), and the final stage (expression). While drafting, selecting, and refining their wording, students can make full use of various corpus resources. This is because foreign language learning should emphasize authentic contexts of language use ([7]). The multilingual database platform of Xi Jinping: The Governance of China provided authentic contexts for language use and idiomatic expressions. To understand how vocabulary was used, students can refer to the concordance lines or KWIC (Key Word in Context) in the platform’s corpus. If they wished to examine discourse, they can view discourse displays; for allusions, they can consult the allusion database within the knowledge base. Supported by the abundant authentic contexts and idiomatic expressions offered by the multilingual database platform of Xi Jinping: The Governance of China, students were able to independently write relatively authentic English articles.

According to the “Output Hypothesis” theory, independent writing was beneficial to students’ output of language.

After students independently completed their writing tasks on the iWrite platform and submitted their English articles, it was a crucial part of the writing processes to valuate students’ English articles and give the feedback for students’ English articles. The platform system (iWrite) evaluated students’ articles based on aspects such as grammatical accuracy and word count, providing specific revision suggestions. While the automated essay evaluation system(iWrite) offered detailed feedback, its assessments tend to be uniform and lack personalization. Moreover, the platform primarily focused on grammar, spelling, word count, and similar aspects, with relatively limited feedback on other areas such as content and structure. Therefore, teacher-led manual evaluation and feedback remained indispensable. On the iWrite platform, teachers can provide evaluations and specific feedback on students’ articles related to content, structure, logical coherence, word choice, and more. In addition to teachers’ evaluation, peer review among students can also be conducted. The iWrite platform included a peer review function, allowing students to evaluate each other’s essays once the teacher set the relevant parameters. Through the combination of automated feedback from iWrite, teachers’ feedback, and peer reviews, a diversified approach to evaluating and providing feedback on students’ writing was achieved.

According to the “Output Hypothesis” theory, evaluation and feedback were beneficial to students’ output of language.

Students revised and finalized their English articles based on the specific feedback and suggestions provided by the teacher. The multilingual database platform of Xi Jinping: The Governance of China offered authentic contexts for language use and idiomatic expressions. Therefore, during the revision and finalization process, students can use the multilingual database platform of Xi Jinping: The Governance of China to verify the accuracy of vocabulary usage and explore authentic expressions, thereby making their revised and finalized articles more idiomatic. Students can resubmit their finalized articles via the iWrite platform, thereby completing the English writing tasks.