EFL lecturers’ experiences and perceptions towards using ChatGPT in teaching writing: A case study in Vietnam
Authors
-
Hoai Nam Nguyen
Faculty of English, Hanoi National University of Education, Vietnam.
https://orcid.org/0009-0000-6446-4515
-
Hoang Minh Nguyen
School of Education, The University of Adelaide, Australia.
https://orcid.org/0000-0001-8192-2928
-
Thi Phuong Mai Do
Faculty of English, Hanoi National University of Education, Vietnam.
https://orcid.org/0009-0008-2029-0515
DOI:
https://doi.org/10.18488/61.v13i3.4291Abstract
The development of new technologies, including ChatGPT has transformed English as a foreign language (EFL) teachers' teaching practice. In Vietnam, numerous EFL instructors have integrated this chatbot into their writing instructions. However, few studies have been conducted on how they have used and perceived it. Thus, this study aimed to explore the experiences, perspectives, and recommendations of EFL lecturers in Vietnam using ChatGPT in writing classes. 28 EFL lecturers from different Vietnamese universities participated in semi-structured interviews for data collection employing a qualitative case study design. The research findings reveal that lecturers adopted ChatGPT at different stages of the writing process: pre-writing for brainstorming, while-writing for grammar checks and post-writing for proofreading and feedback. They viewed ChatGPT as a beneficial tool that saves time provides instant feedback, offers diverse ideas and vocabulary assists lesson planning and assessment and improves students' writing skills. Lecturers were also concerned about the accuracy of the information and their students' over-reliance on ChatGPT which potentially causes academic dishonesty and reduces critical thinking and creativity. Lecturers recommended teacher training, using clear and specific prompts, combining ChatGPT with other resources, and limiting students' use of the tool to maximise the benefits while addressing the drawbacks.
