Speaker
Description
In the era of artificial intelligence, ChatGPT has been utilized for various purposes, including writing instructions in contexts such as the IELTS test. Acknowledging such importance, this study aims to investigate how IELTS teachers currently use ChatGPT for IELTS Writing Task 2 essay feedback. Adopting a mixed-methods approach, with triangulation from a questionnaire, interviews, and chat log observations, the study looks into 229 IELTS teachers’ actual ChatGPT usage along with their perceived training needs. In terms of usage, findings demonstrated that the teachers assigned lower-order concerns in students’ essays to ChatGPT, which include Grammatical range and accuracy and Lexical resources, while relying on their own expertise to deal with higher-order concerns, namely Task response as well as Coherence and cohesion. Data also revealed that heavy workloads hinder the teachers’ determination to check AI-generated output before handing it to their students. Consequently, in terms of training needs, the participants expressed a strong desire for practical prompt templates and more strategic feedback cycles. This study suggested that trainers and institutions should support prompt templates for teachers and work on developing AI-human work ethics for long-term collaboration that lasts. The study also proposed a set of standardized prompts as the research product and recommended an AI competency framework improvement for teacher training.
Biography
Le Chau Anh is an English pre-service teacher and a recent graduate of the University of Languages and International Studies, VNU-Hanoi (ULIS-VNU). Specializing in IELTS preparation, she focuses primarily on helping students navigate the complexities of academic writing. Alongside classroom teaching, she is genuinely interested in educational technology. This includes exploring how AI tools can practically assist teachers in teaching and assessment without losing the human touch. This interest has driven recent projects into examining how teachers can better integrate technology into their daily workflow, starting with teacher writing feedback. Moving forward, she hopes to continue bridging the gap between classroom pedagogy and practical technology, ensuring that both teachers and students thrive as the English language landscape evolves, transitioning from a foreign to a second language.
Luong Quynh Trang earned her M.A. in TESOL (2004) and M.A. in Education (2010) from the University of Melbourne, Australia. She has 26 years of experience teaching English as a foreign language and ELT Methodology at the University of Languages and International Studies, VNU-Hanoi (ULIS-VNU). She is an author and chief grade author of the new series of English textbooks for elementary and lower-secondary schools in Vietnam. She has led dozens of training sessions for teachers of English throughout Vietnam and has been an invited trainer for LaoTESOL and VietTESOL. Her interests include ELT methodology, teacher education, and materials development.
| Affiliate type | University |
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