Speaker
Description
Abstract
The prevalence of using Artificial Intelligence-Powered (AI) Tools, which are designed to generate, process an array of input data and provide desired outcomes for users, has sparked heated discussions on its ethical concern and potential impacts on learners’ abilities to create their original writing essays. This research aims to explore advantages and disadvantages of AI tools in the context of the academic writing learning process in Vietnamese EFL students. The study employed mixed-method approaches which involved quantitative questionnaires to gather data from 30 Vietnamese EFL learners, followed by context-based interviews with 5 language instructors. While facilitating the process of idea generation for multiple academic topics with useful insight brainstorming as well as enhancing efficiency, AI tools also ignites concerns over plagiarism, ethical implications and overreliance driven by AI-based productivity tools. This research also emphasises the importance of authentic human intelligence, creativeness and critical thinking in academic writing. The study suggests that language instructors should promote awareness about writing integrity and self-reflective writing approaches for their students, encouraging learners to produce writing assignments and express their personal identity through their own insights.
Keywords: Artificial Intelligence (AI), AI tools, Authenticity, Creativeness, EFL learners
Biography
My full name is Truong Lan Uyen. I completed my undergraduate studies in English Studies at the Faculty of Social Sciences and Humanities at Can Tho University, where I achieved a GPA of 3.39 out of 4. My academic background provided me with a comprehensive understanding of various aspects of the English language, including Phonetics, Semantics, Pragmatics, Syntax, and the Criticism of English-American literature. To further enrich my academic skills, I completed an IELTS test with a score of 7 and participated in a TESOL certification course taught by renowned professors at the Science, Society, and Human University in Ho Chi Minh City. However, I have soon realized that to become a competent English teacher, I need to deepen my knowledge of pedagogical methodologies, including lesson planning, classroom management, and understanding the psychological development of students at different age levels. I am honored to receive offer letters from four prestigious universities in the United Kingdom, offering an opportunity to purse my desired Master degree of TESOL, with an honourable scholarship as a reward. In terms of professional experience, I have gained four years of full-time teaching experience, where I have guided students to achieve their desirable targets for various types of language proficiency tests, including International English Language Tests (IELTS), Pearson test of English Academic (PTE) and Duolingo English test (DET). Through my dedication and support, more than 50 students have achieved their target IELTS scores ranging from 6 to 7.0, 38 to 73 in the PTE, and 90 to 115 in the DET. As a result, many of these students have successfully applied for bachelor’s degree programs at both national and international institutions. During my teaching career, I have assisted more than 250 students in achieving their academic goals, fostering trust and building strong relationships with them along the way.
