EFL Tertiary Teachers’ and Students’ Conceptualizations and Challenges of Using AI Tools to Improve Writing Skills in Thailand and Vietnam During the Covid-19 Pandemic
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Abstract
Artificial intelligence tools (AITs) have become a crucial resource for both English as a foreign language (EFL) teachers and students seeking to enhance their language skills. With the advent of cutting-edge AI technologies, the impact on teaching writing skills has been significant. A recent study explored the perceptions and challenges faced by Thai and Vietnamese tertiary teachers and students in utilizing AITs to excel in their writing skills during the Covid-19 pandemic. The study encompassed 40 teachers and 80 students from both countries who responded to questionnaire surveys, as well as 6 teachers and 6 students from each nation who were interviewed in a semi-structured manner. The study employed a mixed-methods approach, utilizing descriptive analysis for quantitative data analysis and content analysis for qualitative data. The findings indicated that while Thai and Vietnamese teachers believed that AITs could aid in developing writing skills during the pandemic, Vietnamese teachers struggled with integrating AITs into their writing teaching, whereas Thai teachers were neutral on the difficulties they faced with AITs. Similarly, Thai and Vietnamese students also had neutral views on the utilization of AITs for improving their writing skills. The study has significant implications for policymakers, teachers, and language educators in enhancing students’ writing competence. It is therefore essential to incorporate AITs into EFL classrooms to ensure that students have access to the latest technologies that can help them improve their language skills and excel in their writing abilities.
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