VietTESOL International Convention 2026

The rapid advancement of Artificial Intelligence has significantly transformed the landscape of English Language Teaching, particularly in the development of writing skills. This study provides a quantitative investigation into the readiness of English majors to integrate intelligent digital tools into their academic writing process. Grounded in the Technology Acceptance Model, the research focuses on measuring levels of acceptance through perceived usefulness and perceived ease of use among undergraduate students. Utilizing a descriptive-correlational design, the study collected data from two hundred and eighty participants through a structured survey. The analysis examines specific usage patterns, including the frequency and purposes of application across various stages such as brainstorming, drafting, and revising. Furthermore, the research quantifies student attitudes toward the benefits of automated assistance compared to traditional methods. Significant attention is given to identifying technical and ethical barriers, such as concerns over academic integrity and the potential for over-reliance on automated systems. The findings reveal a high level of digital readiness, yet highlight a critical need for standardized guidelines. By synthesizing these insights, the study proposes specific pedagogical solutions to help students leverage modern assistance effectively and responsibly. These findings provide a foundation for educators to refine teaching methodologies to better suit the digital era while ensuring students maintain their linguistic autonomy and critical thinking skills.