Speaker
Description
This action research examines the use of artificial intelligence (AI) tools to enhance English vocabulary and writing skills through autonomous learning among High School students in Vietnam. Over 12 weeks, students engaged in weekly writing tasks and vocabulary exercises using AI platforms like ChatGPT, Grammarly, and Revisely, which provided real-time feedback, synonym suggestions, grammar corrections, and model texts. Teacher guidance focused on critically evaluating effective AI prompts, assessing AI-generated content, supplemented by student reflections in online journals and classroom discussions. Data from pre- and post-tests, reflections, and rubric-based writing evaluations showed a remarkable increase in lexical range, noticeable improvement in grammatical accuracy, and enhanced writing fluency. Students reported greater confidence and motivation due to personalized, low-pressure AI feedback. In Vietnam’s exam-driven context, AI tools offered flexible practice opportunities, highlighting their pedagogical value as a supplement to traditional instruction. The study recommends integrating AI-supported activities into English curricula where technology is accessible, though findings may be limited by students’ prior tech proficiency.
Biography
As English teachers at Gifted High School wanting to enhance students' autonomy, the authors conducted this action research. The study recommends integrating AI-supported activities into English curricula where technology is accessible, though findings may be limited by students’ prior tech proficiency.
