Speakers
Description
Achieving proficiency in writing is essential for securing high scores in the IELTS exam, yet self-directed practice often lacks immediate, personalized, and detailed feedback, leading to persistent errors, stagnant progress, and diminished motivation. This mixed-methods study aims to investigate the impact of ChatGPT-generated corrective feedback on fostering learner autonomy among tertiary students enrolled in an IELTS writing course. Employing an experimental design, the study utilizes the Learner Autonomy Perception Questionnaire to collect quantitative data for pre-test and post-test on components of learner autonomy, including belief about teachers’ role, metacognitive knowledge, and metacognitive skills. Complementing this, semi-structured interviews provide qualitative insights into students’ experiences with AI-generated feedback, exploring its efficacy and limitations. Results suggest that ChatGPT’s corrective feedback significantly enhances learners’ autonomy in IELTS writing by offering timely, targeted guidance. However, challenges such as occasionally inaccurate or biased feedback and the risk of over-reliance on AI tools were noted. These findings highlight practical implications for integrating AI-driven feedback into writing instruction, emphasizing the need for balanced implementation to support learner autonomy while mitigating potential drawbacks. The study contributes to the growing discourse on AI’s role in language education, offering recommendations for educators to optimize AI tools in fostering independent learning.
Biography
Nguyen Thi Diep is a part-time lecturer at International University and University of Economics and Law- Vietnam National University HCMC. With a Master of Education in TESOL from a joint program by HCMC Open University and Edith Cowan University, Diep is in charge of teaching English as a Foreign Language (EFL) and IELTS preparation in these institutions. Her research interests focus on language acquisition, language anxiety, and effective teaching and coaching methods for language learning. She is working towards developing and applying innovative teaching strategies and AI tools to improve my students’ learning and engagement in diverse educational settings.
Truong Anh Khoa is a dedicated educator and researcher, serving as a full-time lecturer in English linguistics at Nguyen Tat Thanh University and a part-time lecturer at International University – Vietnam National University HCMC. With a Master of Education in TESOL from a joint program by HCMC Open University and Edith Cowan University, he is currently a PhD candidate in TESOL at HCMC Open University. His research interests focus on professional identity, classroom interaction, and translanguaging, reflecting his commitment to advancing language education. Khoa has presented at prestigious conferences, including APCAL-Hanu, the International Conference on Interdisciplinary Research in Linguistics and Language Education, and New Trends in Teaching and Learning Languages. He is also an author of several scientific articles published in international journals, contributing valuable insights to the field of TESOL. Beyond academia, Khoa actively engages in educational initiatives, serving as a judge for the English Olympics of Vietnam from 2023 to 2025, where he supports and evaluates young talents. As the former Vietnam Ambassador for Twinkl Educational Publishing, he delivered workshops to empower English teachers. Additionally, Khoa mentors novice teachers, fostering their professional growth and development. His multifaceted contributions to education, from research and teaching to community engagement, underscore his dedication to enhancing language learning and teacher professional identity, positioning him as a rising leader in the global TESOL community.
