Types and Characteristics of Students’ Imagined Identities in AI-assisted English learning

CEF

Contemporary Education Frontiers

3029-18793029-1860

WHIOCE PUBLISHING PTE. LTD.

10.18063/CEF.v3i7.765

Article

Types and Characteristics of Students’ Imagined Identities in AI-assisted English learninghttps://artdesignp.com/journal/CEF/3/7/10.18063/CEF.v3i7.765QiLixia

2025

2025-08-26

With the rapid integration of artificial intelligence (AI) into primary education, AI tools are currently transitioning from serving as “auxiliary devices” to becoming “interactive partners” in students’ English language learning. Based on Norton’s identity theory, this study explored three main types of imagined identities: the Co-learner, the Playmate, and the Tutee. These identities were characterized by three core attributes: situational dependency, a positive emotional orientation, and dynamic constructiveness. The research has contributed to the theoretical discourse on student identity in AI-assisted language learning and provides practical implications for designing AI-supported English learning environments that foster adaptive and positive imagined identities among elementary school students.AI-assisted English learning,Elementary education,Imagined identity

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