Speaker
Description
This study explores how guided AI verification supports grammar performance and metalinguistic awareness among English majors in EFL grammar learning. While generative AI tools can provide immediate grammar explanations, students may rely on these outputs without sufficient critical evaluation. The study used a mixed-methods quasi-experimental design over eight weeks. The experimental group completed guided AI verification tasks, while the comparison group followed regular grammar preparation procedures. These tasks required students to examine AI-generated grammar explanations, identify unclear or inaccurate points, analyze grammatical and ungrammatical examples, and reformulate grammar rules in their own words. Data were collected through pre- and post-grammar tests and structured AI verification logs. The findings indicated that both groups improved in grammar performance, with greater gains observed in the experimental group. Analysis of the verification logs further suggested that guided AI verification encouraged students to engage in metalinguistic reflection by explaining grammatical choices, evaluating AI outputs, and articulating grammar rules more independently. The study suggests that guided AI verification can serve as a feasible classroom procedure for directing students’ attention from AI-generated answers to the evaluation, explanation, and reformulation of grammatical knowledge.
Biography
Nguyen Thi Thuy Duong, MA, is a lecturer of English at the faculty of foundation studies and foreign languages, Academy of Policy and Development, Vietnam. She teaches general English, English language skills, and English for specific purposes for undergraduate students. Her academic and professional interests are situated in EFL teaching and learning, particularly in the areas of technology-enhanced language education, AI-assisted learning, learner autonomy, and digital pedagogy. She is also interested in how emerging technologies can support student engagement, reflective learning, and language development in higher education contexts. Her recent work explores the pedagogical use of generative AI in English language teaching, with a focus on learners’ interaction with AI-generated feedback and language support tools. Through her teaching and research, she aims to contribute to more reflective, learner-centered, and contextually appropriate approaches to EFL education.
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