Leveraging Generative AI for IELTS Preparation: Student Perspectives on Language Learning.
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| Title: | Leveraging Generative AI for IELTS Preparation: Student Perspectives on Language Learning. |
|---|---|
| Authors: | Day, Michael James1 (AUTHOR) m.j.day@greenwich.ac.uk, Zhang, Tracy2 (AUTHOR) |
| Source: | Education Sciences. May2026, Vol. 16 Issue 5, p673. 29p. |
| Subject Terms: | *Generative artificial intelligence, *International English Language Testing System, *Student attitudes, *Second language acquisition, *Distance education, *Chinese-speaking students, *Literacy education, Artificial intelligence in education |
| Abstract: | This study investigates Chinese students' perspectives on leveraging Generative Artificial Intelligence (GenAI) to enhance reading and writing abilities in preparation for the language learning and examination. 76 students enrolled in an online virtual learning environment (VLE) and participated in forum discussions prompted by questions relating to AI use and different study practices. Analysis identified 33 detailed forum posts written by and between students that specifically engaged in discussions concerning the use of AI to support English as an Additional Language (EAL) fluency, academic reading/writing skills, and IELTS-related skills development. This article presents an analysis of these contributions using thematic analysis. An inductive approach enabled the identification of key themes relating to students' perceptions. Findings indicated that students appreciated AI's capacity for personalised language learning, reading and writing practice while expressing reservations about overreliance on digital tools. The concept of Artificially Intelligent Mediated Counterbalance (AIMC) is proposed to capture students' reported strategies for integrating AI tools with traditional study methods to maintain authentic language development. The article concludes by discussing the implications of AIMC for educators and policymakers seeking to support the responsible integration of AI into language education. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194185407 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Leveraging Generative AI for IELTS Preparation: Student Perspectives on Language Learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Day%2C+Michael+James%22">Day, Michael James</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> m.j.day@greenwich.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Tracy%22">Zhang, Tracy</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. May2026, Vol. 16 Issue 5, p673. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Generative+artificial+intelligence%22">Generative artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22International+English+Language+Testing+System%22">International English Language Testing System</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Chinese-speaking+students%22">Chinese-speaking students</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+intelligence+in+education%22">Artificial intelligence in education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study investigates Chinese students' perspectives on leveraging Generative Artificial Intelligence (GenAI) to enhance reading and writing abilities in preparation for the language learning and examination. 76 students enrolled in an online virtual learning environment (VLE) and participated in forum discussions prompted by questions relating to AI use and different study practices. Analysis identified 33 detailed forum posts written by and between students that specifically engaged in discussions concerning the use of AI to support English as an Additional Language (EAL) fluency, academic reading/writing skills, and IELTS-related skills development. This article presents an analysis of these contributions using thematic analysis. An inductive approach enabled the identification of key themes relating to students' perceptions. Findings indicated that students appreciated AI's capacity for personalised language learning, reading and writing practice while expressing reservations about overreliance on digital tools. The concept of Artificially Intelligent Mediated Counterbalance (AIMC) is proposed to capture students' reported strategies for integrating AI tools with traditional study methods to maintain authentic language development. The article concludes by discussing the implications of AIMC for educators and policymakers seeking to support the responsible integration of AI into language education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3390/educsci16050673 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 673 Subjects: – SubjectFull: Generative artificial intelligence Type: general – SubjectFull: International English Language Testing System Type: general – SubjectFull: Student attitudes Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Distance education Type: general – SubjectFull: Chinese-speaking students Type: general – SubjectFull: Literacy education Type: general – SubjectFull: Artificial intelligence in education Type: general Titles: – TitleFull: Leveraging Generative AI for IELTS Preparation: Student Perspectives on Language Learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Day, Michael James – PersonEntity: Name: NameFull: Zhang, Tracy IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 22277102 Numbering: – Type: volume Value: 16 – Type: issue Value: 5 Titles: – TitleFull: Education Sciences Type: main |
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