THE USER EXPERIENCE OF AI-BASED TEACHING AND LEARNING AND ITS IMPACT OF ENGLISH LEARNING OUTCOMES IN PRIMARY SCHOOLS IN CHINA / 中国小学英语教学中AI技术的用户体验与学习效果研究

Abstract

To improve English competence, this study examines the complex requirements and benefits of implementing artificial intelligence (AI) tools in Chinese primary schools. Semi-structured interviews, focus groups, and classroom observations offer multifaceted perspectives from educators and learners who have personally navigated the implementation of intelligent technology. The findings demonstrate divergent views among teachers, with optimism regarding the success of tailored instruction balanced against pessimism regarding the lack of nuanced cultural contextualisation in algorithmic materials. While students concur with these ideas, they also emphasise that teacher supervision creates a balance between directive feedback and creative or emotional development. Direct observations in the classroom show growing digital divides, technology limitations, and a reluctance to abandon tried-and-true instructional strategies. The possibility of upending paradigms necessitates reevaluating assumptions, such as the inevitability of data-driven, automated Education. The findings raise questions about whether conversational bots and intelligent tutors can enhance skill efficiency to the extent that they do so without compromising equity, holistic development, and the risks associated with passive student dependency. The empirical study encourages methodical execution, maximising personalised and interactive learning experiences offered by AI systems, while maintaining strong teacher-student relationships and avoiding fragmented development. It informs policies that prioritise thoughtful, culturally appropriate design without using rhetoric associated with "techno-solutionism". The findings present a novel integration philosophy that reconciles quantifiable productivity with high-quality learning experiences and self-actualisation. As intelligent technology becomes more ubiquitous, academics must continue to be cautiously optimistic while providing a clear description of implementation realities as they move from theory to practice. This study prompts us to consider what Education needs to become and should become in an era of increased immersion.  

本研究通过半结构化访谈、焦点小组和课堂观察，探讨人工智能在中国小学英语教学中的应用现状。教师群体对AI个性化教学持谨慎乐观态度，但普遍担忧算法材料缺乏文化适应性；学生则认为教师监督能平衡AI的反馈与创造力培养。课堂观察揭示了数字鸿沟、技术局限性和传统教学惯性等问题。研究提出量化效率与人文关怀并重的整合路径，为AI教育产品的文化适配性和伦理设计提供政策建议。

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