AI赋能雅思写作中学习者自主性与习得感的实证研究
An Empirical Study on AI-Empowered Learner Autonomy and Acquisition Sense in IELTS Writing

研究针对雅思写作教学中学生普遍面临的“自主性缺失”与“习得感缺失”困境，设计并实施了基于分项聚焦的AI对话模板与结构化反思表格的教学干预。研究对象为雅思目标分7.0的备考大学生，在两次独立写作任务中运行“写作-AI对话–反思”的循环，综合运用量化评分与质性分析方法考察干预效果。结果显示，短期内写作总分变化不显著，但学生表现出自主修正意识与基于内在标准的习得感；而高阶写作技能未见明显变化，揭示其习得的滞后性和困难度。研究表明，将AI定位为“学习伙伴”并辅以结构化反思，有助于唤醒学习者自主性并促进习得感的产生。
This study addresses the challenges of “autonomy deficiency” and “acquisition sense inadequacy” among students in IELTS writing instruction by designing and implementing a dimension-focused AI dialogue template and a structured reflection form. Participants were college students targeting an IELTS writing band score of 7.0. They completed two independent writing tasks following a “writing-AI dialogue-reflection” cycle, with data analyzed through both quantitative scoring and qualitative methods. Results showed no significant change in overall writing scores over the short term, yet students demonstrated self-correction awareness and an acquisition sense grounded in internal standards. Higher-order writing skills, however, showed no notable improvement, revealing the difficulty and time lag in their acquisition. The study suggests that positioning AI as a “learning partner” combined with structured reflection can help awaken learner autonomy and promote the generation of acquisition sense.