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Description
The ubiquitous proliferation of Generative Artificial Intelligence (GenAI) has precipitated a paradigm shift in higher education pedagogy, particularly concerning high-stakes standardized assessments. This research critically evaluates the perceived pedagogical efficacy of GenAI among undergraduates at the Ho Chi Minh City University of Foreign Languages and Information Technology (HUFLIT), navigating rigorous graduation certification requirements, including the TOEIC, VSTEP, and MOS. Grounded in an extended Unified Theory of Acceptance and Use of Technology (UTAUT) framework, the research investigates the intricate interplay between academic pressure, AI adoption behavior, and self-reported learning outcomes.
Employing an explanatory sequential mixed-techniques design, quantitative records from a dependent survey of 260 college students have been triangulated with qualitative insights derived from in-depth interviews. Empirical analyses monitor a profound pedagogical dichotomy: whilst GenAI expedites check training and fulfills overall performance expectancies, its adoption is coercively catalyzed via systemic educational strain in preference to intrinsic highbrow curiosity. Consequently, this strain-pushed reliance engenders a pervasive "phantasm of competence" - wherein college students show off transient, technologically mediated skillability that masks underlying cognitive dependency. Furthermore, individuals stated moral anxieties concerning algorithmic hallucinations and the erosion of their foundational linguistic autonomy.
Ultimately, the findings underscore the vital importance of instructional establishments to go beyond prohibitive policies. This research advocates for a contextualized educational integrity framework that recalibrates evaluation paradigms, institutionalizes complete AI literacy, and champions a "human-in-the-loop" technique to reconcile technological affordances with proper cognitive maturation.
Keywords: Generative Artificial Intelligence; Extended UTAUT; Academic Pressure; Illusion of Competence; Higher Education Pedagogy; Human-in-the-loop.
