International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Integrating AI-Supported IELTS Writing Tasks into an ELT Writing Course for Sustainable Teacher Education: A Qualitative Study of Pre-Service English Teachers’ Experiences

Author(s) Dr. Manolya Sağlam
Country Turkey
Abstract The rapid development of generative artificial intelligence (AI) has transformed language education and created new opportunities for writing instruction and teacher preparation. This study explored pre-service English teachers’ experiences with AI-supported IELTS writing tasks integrated into an English Language Teaching (ELT) writing course and examined their implications for sustainable teacher education. Adopting a qualitative case study design, the study involved 49 pre-service English teachers enrolled in an undergraduate ELT program in Türkiye. Data were collected through student written texts, reflective journals, and semi-structured interviews and analyzed using thematic analysis. The findings revealed that participants perceived AI as a writing partner that supported brainstorming, drafting, revision, and reflection. While AI-assisted writing promoted learner autonomy, assessment literacy, and academic writing awareness, participants also expressed concerns regarding overreliance, authorship, and ethical use. The findings further indicated that AI-supported writing contributed to the development of professional identity, AI literacy, digital competence, and reflective learning skills associated with sustainable teacher education. The study highlights the potential of AI-supported IELTS writing to prepare reflective, digitally competent, and ethically responsible future English language teachers when implemented within pedagogically structured learning environments.
Keywords artificial intelligence; IELTS writing; pre-service English teachers; assessment literacy; professional identity; sustainable teacher education; AI literacy
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-06-11
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.80159
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CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

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