Description
This study investigates the use of ChatGPT to support English academic essay writing among second-year English-majoring students at Hanoi University of Business and Technology. Adopting a mixed-methods approach with an eight-week experimental focus, the study examines how ChatGPT influences students’ writing performance, self-regulated learning, AI literacy, and awareness of academic integrity. The experimental phase involved 42 students, divided into an experimental and a control group, who completed pre- and post-tests, which were evaluated using a five-criterion writing rubric. In addition, questionnaire data were collected from 110 students, while semi-structured interviews were conducted with 8 students and 4 lecturers to provide deeper qualitative insights.
The findings indicate that students who receive guided instruction in using ChatGPT achieve higher post-test writing scores than those learning through traditional methods. The most notable gains were observed in vocabulary range, grammatical accuracy, and coherence, suggesting that ChatGPT can effectively serve as a cognitive scaffold in the writing process. Survey and interview results further reveal that students mainly used ChatGPT for brainstorming, improving grammar and vocabulary, organizing ideas, and revising drafts rather than replacing their own thinking. Importantly, most participants demonstrated an awareness of academic integrity, recognizing the risks of plagiarism, overdependence, and unverified AI-generated content.
Thông tin các tác giả
- Nguyễn Thị Xuân: ThS., đang giảng dạy tại Trường Đại học Kinh Doanh và Công nghệ Hà Nội, số 29A, Ngõ 124, Phố Vĩnh Tuy, Phường Vĩnh Tuy, Q.Hai Bà Trưng, Hà Nội
Từ khóa
ChatGPT; English academic writing; cognitive scaffolding; self-regulated learning; academic integrity; AI literacy
