A Comparative Study on the Effectiveness of Automated Writing Tools and Human Assistance in IELTS Writing

School of English, Xi’an International Studies University, Xi’an, 710000, Shaanxi, China

^* Corresponding author: 107242022003275@stu.xisu.edu.cn

Abstract

In the context of AI-enabled education, the role of automated writing tools in improving language accuracy and learning efficiency has been widely considered, but their shortcomings in critical thinking training, cognitive inertia prevention and control, and emotional support still restrict the realization of in-depth educational goals. This paper analyzes the synergistic effect and contradiction between automated writing tools and manual assistance in Chinese college students’ IELTS writing preparation. It is found that automated tools perform well in basic grammar error correction and efficiency optimization, but it is difficult to deal with complex problems such as logic faults and cross-cultural adaptation, and over-reliance on tools can easily lead to cognitive inertia and emotional loss. Based on this, this paper puts forward the following suggestions: 1) Using logical visualization tools to locate surface problems, teachers design questioning tasks to promote deep thinking; 2) Implement hierarchical reflection mechanism, force students to classify mistakes and trace the source, and teachers to design grammar and creative training; 3) Integration of data feedback and humanized design, such as automated writing tools to push dynamic encouragement of speech, teachers according to emotional early warning intervention psychological counseling.