Speakers
Description
The emergence of ChatGPT as a digital teaching tool has significantly influenced language education in enhancing productive language skills, particularly writing proficiency. This study explores the integration of ChatGPT into flipped classroom settings to enhance students’ academic writing skills and promote self-regulated learning (SRL). In a Foreign Language (EFL) writing course utilizing the flipped classroom model at a Vietnamese university, 192 students who were divided into two groups: the experimental group (N = 96) and the control group (N = 96) applied ChatGPT for generating ideas, creating outlines, and expanding lexical resources to engage with instructional content outside the classroom. A mixed-methods approach was employed, combining pre- and post-tests, surveys, and interviews to examine the impact of the intervention. Findings reveal significant improvements in students' writing performance, particularly in task response and lexical variety. Moreover, students reported the improvement in learning autonomy, suggesting that ChatGPT can serve as a cognitive and metacognitive support tool. The study concludes with implications for EFL writing pedagogy, highlighting how AI-powered tools can complement flipped learning models to strengthen students’ academic writing and encourage greater self-regulated learning.
Biography
With a strong interest in English as a Foreign Language (EFL) pedagogy, academic writing, and the integration of educational technology, we like to conduct research on learner autonomy, self-regulated learning, and the role of artificial intelligence (AI) tools like ChatGPT in supporting language development.
We hold Master’s degrees in TESOL. Our current work focuses on how digital tools can enhance writing instruction and promote metacognitive strategies among university students.
As educators, we are committed to fostering critical thinking, reflective learning, and communicative competence in EFL contexts.
