Speaker
Description
Emerging discussion have boomed with respect to the incorporation of Artificial Intelligence (AI) into academic writing instruction. Despite their increasing accessibility, certain AI-powered writing tools are deployed to facilitate surface-level language correction rather than the entire writing process. Furthermore, research on their implementation seems to be limited in higher secondary education, especially in the context of English-majored learners at Vietnamese high schools for the gifted. This mixed-method study addresses this gap by exploring the effects of an AI-Integrated Writing Cycle implemented with 70 tenth-grade English-majored students at Le Khiet High School for the gifted in Quang Ngai Province, Vietnam. Grounded in the Process-oriented Approach, the model integrates tailor-made AI chatbots across three stages of writing: brainstorming, collaborative drafting, and revision. Using a quasi-experimental design, the study compared an experimental group receiving AI-integrated instruction with a control group following traditional instruction. After fourteen weeks of instruction, quantitative data were collected through pre- and post-writing tests and analyzed using an analytic writing rubric, an error analysis framework, and coding of supporting examples. Qualitative data were gathered from student perception questionnaires regarding their experiences with the writing cycle. The findings showed the experimental group demonstrated greater improvements in writing performance, particularly in supporting examples and language accuracy. Additionally, the majority of students reported positive perceptions and greater confidence in brainstorming, collaboration, and revision, thus highlighting the potential role of AI-Integrated Writing Cycle in develop learners’ autonomy.
Keywords: AI-integrated writing cycle, process-oriented writing, gifted EFL learners, students’ perception.
Biography
Mai Phuong PHAM, Le Khiet High School for the Gifted, Quang Ngai Province.
Mai Phuong PHAM is an English teacher at Le Khiet High School for the Gifted in Quang Ngai Province, Vietnam. She holds a dual Bachelor’s degree in English Language Teaching and English Translation and Interpretation from Ho Chi Minh City University of Education and a Master’s degree in TESOL from the University of York, United Kingdom. Her research interests include artificial intelligence in language education, academic writing instruction, and digital pedagogy in EFL contexts. She is particularly interested in integrating artificial intelligence tools and collaborative technologies into academic writing instruction and vocabulary for Vietnamese high school students.
| Affiliate type | Vietnamese public school |
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