Speaker
Description
While the application of Artificial Intelligence (AI) in English learning offers many benefits for students, it may also make students more reliant, leading to “artificial competence” if they use AI tools passively. The study is based on two foundational frameworks: Flower & Hayes (1981), Hutson (2025), and Chiu et al. (2024). A quasi-experimental design is employed at Thanh Dong University to examine the impacts of teacher-guided AI-assisted blended instructions on non-English major students in writing informal letters. 80 second-year students are selected from intact classes and participated in the study. Both groups utilize AI tools within a blended learning environment, but only the experimental group receives teacher guidance on their practice. This intervention lasts for 6 weeks. Data are collected through pre-test, post-test, questionnaires, and in-depth interviews. Students’ writing performance was assessed with an analytic rubric adapted from the Cambridge B1 Preliminary Writing Assessment Scales. The findings show that the experimental group demonstrates better informal letter writing performance and greater learner autonomy. Moreover, they become more aware of how to use AI as a learning assistant rather than a tool for passive copying. This study also highlights the important role of teacher instruction in promoting students’ real competence in AI-assisted English learning.
Keywords: AI-Assisted, Blended Learning, Teacher-Guided, Informal Writing
Biography
Nguyen Thi Thanh Hoa is a lecturer at Thanh Dong University, specializing in English language education. Her academic research primarily focuses on applied linguistics, translation studies, and the intersection of educational technology and language acquisition. A significant area of her current work explores the pedagogical integration of artificial intelligence in language learning, with a particular interest in analyzing "artificial competence" resulting from AI dependency. In addition to her research endeavors, she is also actively engaged in the instruction of interpreting and the practical application of Task-Based Language Teaching (TBLT) and flipped learning methodologies in higher education. She is dedicated to enhancing student proficiency through innovative, technology-driven curriculum design.
Vu Huyen My is a lecturer at the Faculty of Foreign Languages, Thanh Dong University, Vietnam, with a diverse professional background spanning higher education, business management, and applied marketing. Her core expertise lies in English for Specific Purposes (ESP) within the Tourism, Hospitality, and Business sectors. Drawing from her practical entrepreneurial experience, she actively integrates real-world business insights into her language curricula. A major focus of her professional work is designing and implementing comprehensive "English immersion ecosystems" to foster learner autonomy and communicative competence. Furthermore, she explores the intersection of language education and technology, specifically investigating human-AI collaborative writing, teacher-guided AI integration, and self-regulated learning in blended environments.
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