Speaker
Description
The increasing use of Artificial Intelligence (AI) tools in education has begun to reshape writing instruction in English language learning contexts. However, there is still limited research on how these tools affect English majors in Vietnam, particularly at HUFLIT. This study explores the pedagogical impact of AI tools on the writing skills of third-year English majors at HUFLIT using a mixed-methods approach. Data were collected from a questionnaire completed by 169 students and semi-structured interviews with 8 participants. The findings indicate that many students perceive AI tools as helpful in improving their writing, especially in terms of grammar, vocabulary, and idea organization. Students also reported that AI tools made it easier for them to generate ideas, identify errors, and revise their drafts more effectively. At the same time, some students expressed concerns that relying too much on AI could reduce their ability to think independently and weaken their confidence in writing. Overall, the study suggests that AI tools can support writing development if used appropriately, and it highlights the need for guided and balanced use in teaching and learning.
Keywords: Artificial Intelligence tools, writing skills, English majors, language learning
