Speaker
Description
This study investigates the extent to which artificial intelligence can support the scoring and feedback of English creative writing produced by learners aged 11 to 14 in international and private schools in Vietnam, particularly Hanoi. In this context, creative writing is increasingly valued for its role in developing students’ expressive, imaginative, and competitive writing abilities, yet its assessment remains time consuming and highly interpretive. To address this issue, the study employs a teacher interpreted rubric adapted from the World Scholar’s Cup collaborative writing scoring guidelines, using four equally weighted criteria: clarity, content, style, and originality, within a 100 point scale. The dataset comprises approximately 100 student texts across multiple genres, including poems, stories, letters, and playscripts. Two selected AI models, GPT-5.4 via ChatGPT Plus and Gemini Pro model via Google AI Pro, are examined through a prompting workflow that combines few shot prompting with prompt chaining. In the pilot phase, selected texts are used to refine the prompting procedure. In the validation phase, AI generated scores are compared with teacher scores and with each other, while a subset of AI generated feedback is evaluated by a teacher using a 5-point Likert scale. The study aims to clarify the practical value and limitations of AI assisted assessment in children’s English creative writing.
Biography
Giang Văn Tuấn Minh is a final-year student at the National Economics University, majoring in E-commerce. His academic training focuses on digital business, online platforms and the use of technology in commercial and organizational contexts. Alongside his major, he has developed a strong interest in educational technology, particularly how digital tools, AI and online learning environments can be applied to improve teaching, learning and student engagement.
Nguyễn Thanh Hiền is a graduate of the University of Languages and International Studies, where she completed a program in Teaching English as a Foreign Language. Her academic background has provided her with a strong foundation in English language teaching, second language acquisition and classroom-based pedagogy. Her research interests focus on learner empowerment, teacher identity and the ways in which English language education can support both students’ agency and teachers’ professional development.
Nguyễn Ngọc Thuỳ Trang is a final-year student at Hanoi National University of Education, majoring in Primary Education - English Pedagogy. Her academic background combines primary education with English language teaching, giving her an interest in both child-centered pedagogy and language instruction for young learners. Her research interests include teaching methodology, English pedagogy, classroom interaction and effective instructional strategies for primary school students.
Khoa Anh Viet holds a MA in TESOL Studies at the University of Queensland, Australia. He was the former Vice Dean of the Faculty of English Language Teacher Education and was the Director of ICT Centre, University of Languages and International Studies, VNU Hanoi. He has been involved in different activities in designing and teaching courses in ESL pedagogy, language proficiency and ICT in LT delivered in both face-to-face and online modes. He is a member of VietCall (an association for ICT experts in language education). His main interests are teaching English language skills, methodology and ICT in education. He is the co-author of the blended learning course of ICT in Language Teaching and Learning.
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