AI-Integrated IELTS Learning Experiences among Guangzhou Private University IELTS Students: A Phenomenological Study in Digital Classrooms

Liang Shang

doi:10.47297/wspiedWSP2516-250029.20250909

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AI-Integrated IELTS Learning Experiences among Guangzhou Private University IELTS Students: A Phenomenological Study in Digital Classrooms

Volume 9, Issue 9

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AI-Integrated IELTS Learning Experiences among Guangzhou Private University IELTS Students: A Phenomenological Study in Digital Classrooms
AI-Integrated IELTS Learning Experiences among Guangzhou Private University IELTS Students: A Phenomenological Study in Digital Classrooms
Guangzhou College of Applied Science and Technology, Zhaoqing, Guangdong, 526072, China
Vol. 9, Issue 9, Pages: 130-135(2025)
Published：30 September 2025
DOI：10.47297/wspiedWSP2516-250029.20250909
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Liang Shang.AI-Integrated IELTS Learning Experiences among Guangzhou Private University IELTS Students: A Phenomenological Study in Digital Classrooms[J].Journal of International Education and Development,2025,09(09):130-135.
DOI：

Liang Shang.AI-Integrated IELTS Learning Experiences among Guangzhou Private University IELTS Students: A Phenomenological Study in Digital Classrooms[J].Journal of International Education and Development,2025,09(09):130-135. DOI： 10.47297/wspiedWSP2516-250029.20250909.

摘要

Abstract

The AI(Artificial Intelligence) era has firmly embedded digital technologies into the fabric of higher education

with AI spearheading a transformation in language learning. This phenomenological study explores the lived experiences of International English Language Testing System (IELTS) students at private universities in Guangzhou

China

as they utilize AI-integrated tools in digital and hybrid classrooms. Through semi-structured

in-depth interviews with ten participants

this research sought to understand the essence of their learning journey

focusing on perceptions

benefits

challenges

and the overall nature of human-AI interaction in a high-stakes testing context. Thematic analysis of the data revealed four superordinate themes: (1) The AI as a 24/7 Personalized and Non-Judgmental Tutor

highlighting accessibility and instant feedback; (2) Navigating the Algorithm's Logic and Its Limitations

which encapsulates the struggle with the perceived rigidity and lack of nuanced understanding of AI tools; (3) A Double-Edged Sword of Learner Autonomy

describing the simultaneous empowerment and disorientation students felt; and (4) The Enduring Need for Human Connection in a Digital Space

underscoring the irreplaceable role of teachers and peers for affective and strategic support. The findings suggest that while students value AI for its efficiency and practice opportunities

their experience is a complex interplay of empowerment and frustration. The study concludes with implications for educators

AI developers

and institutional policymakers

advocating for a blended pedagogical approach that leverages AI's strengths while preserving the essential human element in language education.

关键词

Keywords

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