Speaker
Description
As AI writing assistants become standard in language education, Vietnamese students learning English writing skills increasingly rely on automated feedback without developing critical evaluation skills, creating an urgent need for pedagogical intervention. This ongoing mixed-methods study addresses the gap between widespread AI tool adoption and English language learners' ability to evaluate AI suggestions critically by developing criteria for assessing AI feedback appropriateness in second language writing contexts. Forty-five intermediate Vietnamese ESL students are participating in a six-week intervention teaching the CLEAR framework (Context, Language, Evidence, Accuracy, Relevance) for evaluating AI feedback, with data collection including pre/post writing samples, think-aloud protocols, and interviews exploring decision-making processes. Preliminary observations suggest students initially accept AI suggestions without critical evaluation, and the study aims to determine whether explicit instruction improves students' ability to evaluate AI feedback critically and examine the relationship between critical evaluation skills and English writing quality development. This research will provide immediately applicable classroom materials including assessment rubrics, training modules, and activities for developing Vietnamese English learners' AI literacy, offering educators a structured approach to guide students in evaluating AI feedback while preserving learner agency and cultural identity.
Biography
Pham Thi Ha Anh is a dedicated English language educator and researcher currently serving as a lecturer at Hong Bang International University in Vietnam. With eight years of comprehensive teaching experience since 2016, she has developed extensive expertise in English language instruction across diverse educational contexts and student populations.
She holds a Master's degree in Teaching English to Speakers of Other Languages (TESOL), which provided her with a strong theoretical foundation in second language acquisition, curriculum design, and pedagogical methodologies. Her academic background, combined with practical classroom experience, has shaped her commitment to innovative and culturally responsive language teaching practices.
Her research interests center on three interconnected areas that reflect contemporary challenges and opportunities in English language education. First, she investigates the integration of technology in English language teaching, exploring how digital tools and artificial intelligence can enhance learning outcomes while maintaining pedagogical effectiveness. Second, she focuses on learner autonomy, examining strategies to develop students' independent learning capabilities and self-directed study skills. Third, her work in intercultural communication addresses the critical need for culturally sensitive teaching approaches that honor students' linguistic and cultural backgrounds while facilitating English language acquisition.
Through her research and teaching practice, she aims to bridge the gap between theoretical knowledge and practical application, contributing to the advancement of TESOL methodologies that are both technologically informed and culturally responsive to the Vietnamese educational context.
