Speaker
Description
This study investigates factors influencing EFL lecturers’ adoption of AI tools in writing assessment in a Vietnamese university context. While prior research has emphasized perceived usefulness and ease of use as key predictors of technology adoption, findings from this mixed-methods study challenge this assumption. Data collected from 60 EFL lecturers through a structured questionnaire and open-ended responses reveal that although AI tools are widely perceived as useful for improving feedback efficiency and reducing workload, these perceptions do not significantly predict actual usage. Quantitative analysis based on the Technology Acceptance Model (TAM) shows no significant relationship between perceived usefulness, ease of use, and AI adoption. However, qualitative findings highlight the critical role of pedagogical beliefs, assessment validity, and ethical concerns in shaping lecturers’ decisions. Teachers adopt AI selectively, primarily for lower-order writing assessment, while maintaining control over higher-order evaluation. The study proposes a pedagogically mediated model of AI adoption, emphasizing the importance of contextual and professional factors. Implications are discussed for teacher training, institutional policy, and the design of hybrid AI-human assessment models in EFL contexts.
Biography
As an English lecturer at School of Linguistics and Tourism, Hanoi University of Industry, Thi Thuy Linh Dam holds two MA degrees in English Linguistic and Business Administration. She has a profound interest in the field of EMI, CLIL, and ESP teacher education, language assessment, and continuous professional development.
| Affiliate type | University |
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