VietTESOL International Convention 2026

The rapid proliferation of Generative AI (GenAI), such as ChatGPT and Gemini, has significantly disrupted English as a Foreign Language (EFL) assessment, sparking widespread concerns over academic integrity and plagiarism. Traditional institutional responses often lean towards restrictive policies or reliance on unreliable AI detection tools, which paradoxically hinder learners' digital literacy development. This presentation proposes a pedagogical paradigm shift from punitive measures to a "co-piloting" framework.
Drawing on a case study conducted at FPT University—a technology-driven higher education institution in Vietnam—the study explores how GenAI can be systematically integrated into the EFL writing curriculum to foster learner autonomy. Utilizing a mixed-methods approach, the study observed EFL students who were explicitly permitted to use GenAI not as ghostwriters, but as collaborative learning tools. Instead of grading solely the final product, the assessment focused on students' process-oriented tasks: their "prompt engineering" skills, critical evaluation of AI-generated feedback, and subsequent self-revisions.
Preliminary findings indicate that this transparent, process-based assessment approach significantly mitigated academic dishonesty. Furthermore, students demonstrated enhanced self-directed learning and higher-order thinking skills, transitioning from passive knowledge recipients to active editors of AI outputs. The presentation concludes by discussing the implications of the "AI Co-pilot" model for EFL educators and policymakers, advocating for adaptive assessment designs that prepare learners for an AI-augmented future while fundamentally safeguarding academic integrity.