Speaker
Description
The emergence of Artificial Intelligence (AI) has an enormous impact on the scientific research supervision practices in higher education, yet little is known about how teachers have experienced in the transitional phase, and how they perceive the use of AI in the research process of student researchers. This study aims to investigate the experience and perspectives of teachers on students’ AI application in conducting research at English Department, Hanoi University. Semi-structured interviews were implemented with six teachers who have been teaching Primary Research Methods module. This instrument helps explore the experience and adaption of teachers in teaching and supervising research in the era of AI, and their perceptions towards student’s AI utilization in a research process. A key finding of the study was that, while most teachers have undergone a transitional phase and be more open with the employment of AI in students’ research, a minority of participants were hesitated to change due to the lack of official guidance. Moreover, most participants gave their consent to the application of AI in some steps of a research process, including choosing research topics, creating research questions, reviewing literature and collecting data. Meanwhile, selecting research instruments and conducting the survey were prohibited by all teacher participants; data analysis and writing up a report received different opinions. These research findings should be considered as a reference for the development and adjustment of educational legal documents to keep them updated with the current circumstances.
Key words: artificial intelligence, AI application, research, research writing.
