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Description
Artificial intelligence tools like ChatGPT provide several benefits in writing IELTS essays, but at the same time, it also causes some negative effects on English majors' language learning abilities. As a part to understand the issue, this study aims to investigate the negative impact of ChatGPT in IELTS Writing Task 2 on Faculty of Foreign Language students at Saigon University. A quantitative research method was used to collect data from 186 English-majored undergraduates at Saigon University. To be more specific, an online questionnaire was conducted using a 5-point Likert scale based on the Self-Regulated Learning (SRL) framework. Results showed that there was a moderate reliance on AI for brainstorming ideas in phase 1, which could erode critical thinking among students (M = 3.12). In the last phrase, it was observed that students tended to ask ChatGPT’s feedback (M = 3.13) rather than doing it by themselves, leading to a decrease in their ability to self-assess their work (M = 2.90). This study indicates the relationship between each thinking phase of learners and the intervention of ChatGPT in the process of writing IELTS essays.
Keywords: Self-Regulated Learning (SRL) in IELTS Writing Task 2, English-majored students, critical thinking, self-correction skills
