Speakers
Description
Academic writing is a fundamental skill in higher education, particularly for EFL learners; however, many students continue to face difficulties across different stages of the writing process, including understanding genres, generating ideas, organizing content, and revising effectively. While previous studies have explored the use of AI tools such as ChatGPT in language learning, limited research has examined how ChatGPT supports students throughout the academic writing process in the Vietnamese context. This study addresses this gap by investigating students’ perceptions of using ChatGPT as a support tool in academic writing. A mixed-methods approach was employed with 100 intermediate-level students at a university in Vietnam, using a Likert-scale questionnaire and semi-structured interviews. The study focuses on ChatGPT’s role in pre-writing and revising stages. Quantitative results revealed generally positive perceptions of ChatGPT’s usefulness in supporting different stages of the writing process, specifically in terms of generating and outlining content, improving organization, vocabulary use and grammatical structures. Interview findings further suggest that ChatGPT was particularly effective in the pre-writing stage, where it helped students generate and develop ideas for challenging topics. With appropriate guidance on genre criteria and prompt use, students engaged critically with AI outputs, improving performance. However, concerns were also raised regarding the accuracy of information due to limited AI literacy and the risk of over-reliance. These findings highlight the pedagogical potential of ChatGPT in supporting academic writing development while emphasizing the need for sufficient knowledge related to specific genres of writing, critical evaluation, and relevant instructional support about AI literacy.
Biography
Diem Bich Huyen Bui is currently a full-time lecturer at the School of Languages, International University, VNU-HCM, Ho Chi Minh City, Vietnam. She completed her undergraduate studies in TESOL and earned her MA in Applied Linguistics from La Trobe University, Australia. She is currently pursuing her PhD in TESOL. Her research interests include formative assessment, learner autonomy, skills development, and technology-enhanced language learning (TELL).
Le Tran Nhu Uyen is a graduate majoring in English Linguistics and Literature at International University, VNU-HCM, Ho Chi Minh City, Vietnam. She works as an English teacher for both young learners and adults and has a strong commitment to academic research. Her research interests lie in phonetics and phonology, technology-enhanced language learning (TELL), and 21st-century learning skills.
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