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Abstract
The integration of Artificial Intelligence (AI) tools in academic writing is progressing rapidly, presenting both opportunities and challenges in the domain of teaching English as a foreign language (EFL). Although the usage of AI tools has spread remarkably among Vietnamese university students, empirical research on how English majors are prepared to navigate the complexities of AI in academic writing remains insufficient. To address this gap, this study adopts a mixed-methods approach to investigate the readiness of English-major undergraduates and their intention to use AI-supported tools in academic writing based on a multidimensional construct comprising (1) cognitive-metacognitive readiness, (2) linguistic self-efficacy, (3) ethical and responsible awareness, and (4) technology readiness. A questionnaire survey was administered to 93 third-year English majors of the Ho Chi Minh City University of Foreign Languages - Information Technology (HUFLIT). Cronbach’s alpha coefficients confirmed the reliability of the instrument, with all values exceeding the acceptable limit of .70. The quantitative data were examined through descriptive analysis, correlation, and multiple regression analysis. Furthermore, semi-structured interviews are being employed to gather qualitative data regarding participants' perceptions and experiences. Initial findings indicate that all four aspects of readiness significantly predict participants' intentions to use AI-supported academic writing tools, with cognitive-metacognitive readiness emerging as the pivotal factor. This study hopefully contributes to the TESOL scholarship on AI-enhanced language learning and offers pedagogical implications for the responsible and effective use of AI tools in English writing instruction at Vietnamese universities.
Keywords: AI-assisted academic writing, English-major undergraduates, multidimensional readiness, cognitive-metacognitive readiness, TESOL
