Speaker
Description
As AI tools such as ChatGPT and Grammarly permeate academic writing, students must acquire critical AI literacies—using these applications ethically, reflectively, and strategically. Framed by the ecological model of teacher agency (Priestley et al., 2015) and theories of critical digital literacy (Pangrazio & Selwyn, 2019), this case study analyses how twelve academic-writing instructors for Vietnamese freshman English majors perceive, negotiate, and enact their pedagogical responsibilities in AI-integrated environments. Classroom observations, interviews, and material analysis reveal a continuum of agency: sceptics limit and even prohibit AI to protect integrity; cautious adopters permit staged, supervised use; innovators co-author with AI and teach students to interrogate its biases and limitations. Across all three profiles, ambiguous policies, unequal tool access, and variable student readiness compel educators—especially innovators—to to craft their own rules on authorship and fairness. These findings underscore that agency is context-bound and calls for explicit guidelines and differentiated professional development to ensure ethical, effective AI integration.
Biography
Tuyet Pham is a lecturer in College Writing and Public Speaking in the Faculty of English Language and Culture at the University of Languages and International Studies, VNU Hanoi. Her primary research investigates the intersection of teacher agency, artificial intelligence, and learner development in English writing and speaking. Beyond AI, she explores social-emotional learning, critical thinking, and assessment design, aiming to create pedagogies that balance technological affordances with human-centred values. Tuyet regularly mentors undergraduate researchers, designs B1–C1 learning materials that integrate multimodal and intercultural elements, and delivers teacher-training workshops on ethical AI integration and data-driven feedback. Fluent in Vietnamese, English, and conversational Mandarin, she seeks to bridge local educational contexts and global research conversations, empowering both teachers and learners to thrive in technology-rich environments.
