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

Abstract

The integration of artificial intelligence (AI) into academic writing instruction has generated growing pedagogical and ethical debate, particularly in teacher education and high-stakes assessment contexts such as IELTS writing. Although AI-supported writing tools offer opportunities for feedback, revision, and language development, qualitative evidence on how pre-service English teachers experience these tools within structured ELT writing courses remains limited. This qualitative case study examines pre-service English teachers’ experiences with AI-supported IELTS Writing Task 1 and Task 2 activities integrated into a compulsory Academic Writing course at a foundation university in İstanbul, Türkiye. The participants consisted of 49 pre-service English teachers. Data were collected through multiple qualitative sources, including initial and revised IELTS writing drafts, structured reflective journals, and semi-structured interviews with 10 purposively selected participants. The data were analysed using thematic analysis. The findings indicate that AI primarily functioned as a pedagogical scaffold supporting idea generation, revision, and linguistic awareness rather than replacing student authorship. Participants reported increased assessment literacy through closer engagement with IELTS criteria, heightened awareness of ethical use of AI, and growing authorial responsibility. Additionally, AI-supported writing practices contributed to learner autonomy, reflective practice, and the emergence of professional identities. The study suggests that pedagogically guided AI integration in IELTS writing can support sustainable ELT teacher education, aligning with SDG-4 by fostering digital competence and lifelong learning skills.