Leveraging Large Language Models for IELTS Learning: A Literature Review

Abstract

Existing research on the application of large language models in IELTS teaching assistance is scattered and fragmented, and there is a lack of systematic reviews on the effectiveness of large models in the complete teaching process. To clarify the role and utility of large language models in the field of IELTS teaching, this paper systematically sorts out relevant studies on large models in the four aspects of listening, speaking, reading and writing, and draws conclusions in combination with the current practical requirements of the IELTS test. The study finds that large language models feature high efficiency and strong customizability in IELTS teaching, and can serve as learning tools to help candidates improve their scores. Meanwhile, they also have limitations and potential risks such as academic integrity crises and insufficient multimodal capabilities. This study enriches the research on the application of large language models in IELTS preparation, and provides references for follow-up research and teaching practice.