Speakers
Description
This qualitative study investigates the coping strategies employed by Vietnamese EFL learners when utilizing ChatGPT as an AI-assisted tool in academic essay writing. Data collected through semi-structured interviews with 14 university students, comprising both English and non-English majors, revealed that while the students recognized the pedagogical benefits of ChatGPT in facilitating idea generation, vocabulary enrichment, and essay organization, they simultaneously expressed concerns regarding academic integrity and originality. To mitigate risks of plagiarism and maintain the authenticity of their work, participants consistently engaged in practices such as substantive rewriting, fact verification, and personalization of AI-generated text. These strategies reflect a conscientious effort to balance the advantages of AI assistance with the preservation of independent critical thinking and individual authorial voice. The findings emphasize the importance of fostering AI literacy and establishing clear ethical guidelines within educational institutions to ensure responsible and effective integration of generative AI technologies in language learning contexts.
Biography
Nguyen Thanh Phuc is currently pursuing a Master’s degree in Principles and Methods of English language education at Can Tho University, Vietnam. Phuc's research interests include the integration of AI tools in language learning, learner autonomy, and ethical issues in digital pedagogy. Phúc’s current research explores how Vietnamese EFL learners interact with generative AI technologies, particularly ChatGPT, in academic writing.
Chung Thi Thanh Hang holds an MA degree in TESOL. She is currently a master trainer at the School of Foreign Languages, CTU.
Associate Prof. Nguyen Van Loi has extensively engaged in teacher education, both pre-service and in-service.
