TESOL graduates' views on the impacts and ethical aspects of ChatGPT in academic writing
Nội dung chính của bài viết
Tóm tắt
The integration of ChatGPT into education is gaining global attention from researchers. Several studies have explored this issue in the Mekong Delta, Vietnam; however, further graduate research is needed to fully understand its impacts. Therefore, this research was conducted at one of the universities in the Mekong Delta to investigate TESOL graduates’ views regarding the benefits, challenges and ethical considerations of using this tool in supporting their academic writing. A mixed-methods approach was adopted, involving surveying 68 students and interviewing 9 participants. Findings indicate that students find ChatGPT helpful for their academic writing such as proofreading, improving coherence and paraphrasing. However, there exist certain limitations like potential plagiarism, data accuracy and reliability and learners’ passivity. The study suggests the necessity for clear guidelines and training to maximize ChatGPT's benefits while maintaining academic honesty. These insights highlight the importance of balanced AI integration in education to foster students' critical thinking and writing skills.
Từ khóa
ChatGPT use, ethical concerns, perceptions, TESOL graduates.
Chi tiết bài viết
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Tài liệu tham khảo
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AlZaabi, A., Amira, A., Halima, A., Ruqaya, A., & AAlAbdulsalam, A. (2023). ChatGPT applications in Academic Research: A Review of Benefits, Conce rns, and Recommendations. bioRxiv.
Barasa, D. (2024). Demystifying the Discourse: Techniques to Effective Academic Writing. Journal of Research and Academic Writing, 1(1), 13-21.
Bu, Q. (2022). Ethical Risks in Integrating Artificial Intelligence into Education an d Potential Countermeasures. Science Insights, 41(1), 561-566. Retrieved from http://dx.doi.org/10.15354/si.22.re067. doi:10.15354/si.22.re067.
Crcek, N., & Patekar, J. (2023). Writing with AI: University students’ use of ChatGPT. Journal of Language and Education, 9(4), 128-138.
Ebadi, S., & Pourahmadi, F. (2019). Exploring challenges in writing EFL master theses: students and supervisors' perspectives. Journal on English Language Teaching, 9(2), 42-51.
Fakhry. (2023). Common linguistic mistakes in academic writing among researchers. Scientific Journal of the College of Education. Retrieved from https://sjsw.journals.ekb.eg/article_288029_bdd7558d604882666dbb1d357238eeb4.pdf. doi:10.21608/sjsw.2023.288029.
Gurung, R. K. (2022). Why academic writing? Pursuits: A Journal of English Studies, 6(1), 75-82.
Hass, A. B., & Lenong, B. (2021). Assessing the academic writing skills of final year English second language (Esl) educations students to determine their preparedness as language teachers: A practical approach at a university of technology. doi:10.36315/2021end079.
Himel, M., & Shaikat, M. (2023). ChatGPT in academic writing: Maximizing its benefits and minimizing th e risks. Indian Journal of Ophthalmology.
Ho, P. X. P. (2024). Using ChatGPT in English language learning: A study on I.T. students’ attitudes, habits, and perceptions. International Journal of TESOL & Education, 4(1), 55-68. Retrieved from http://dx.doi.org/10.54855/ijte.24414. doi:10.54855/ijte.24414.
Ismail, D., Chamari, K., Żmijewski, P., & Saad, H. B. (2023). From human writing to artificial intelligence generated text: examinin g the prospects and potential threats of ChatGPT in academic writing. Biology of Sport.
Kirk, T. (2023). ChatGPT (We need to talk) https://www.cam.ac.uk/stories/ChatGPT-and-education.
Li, L. (2023). Challenges, causes and solutions in the process of writing English academic papers for English postgraduates. Journal of Education and Educational Research, 3(2), 211-214.
Nga, P. T. (2022). Using artificial intelligence applications For teaching and learning foreign language: Facts and solutions. International Journal of English Language Education and Literature Stu dies (IJEEL), 1(4), 12-15. Retrieved from http://dx.doi.org/10.22161/ijeel.1.4.2. doi:10.22161/ijeel.1.4.2.
Ngo, T. T. A. (2023). The perception by university students of the use of ChatGPT in education. International Journal of Emerging Technologies in Learning (Online), 18(17), 4.
Nguyen, G., Nguyen, N., & Giang, N. T. H. (2022). Situation and proposals for implementing artificial intelligence-based instructional technology in Vietnamese secondary schools. International Journal of Emerging Technologies in Learning (Ijet), 17(18), 53-75. Retrieved from http://dx.doi.org/10.3991/ijet.v17i18.31503. doi:10.3991/ijet.v17i18.31503.
Nguyen, T. C. (2024). University teachers’ perceptions of using ChatGPT in language teaching and assessment. Proceedings of the AsiaCALL International Conference, 4, 116-128. Retrieved from http://dx.doi.org/10.54855/paic.2349. doi:10.54855/paic.2349.
Nguyen, T. T. H. (2023). EFL teachers’ perspectives toward the use of ChatGPT in writing classes: A case study at Van Lang University. International Journal of Language Instruction, 2(3), 1-47. Retrieved from http://dx.doi.org/10.54855/ijli.23231. doi:10.54855/ijli.23231.
Nhan, L. K. (2024). Vietnamese university students’ perceptions in learning English using ChatGPT. International Journal of Science and Management Studies (IJSMS), 142-148. Retrieved from http://dx.doi.org/10.51386/25815946/ijsms-v7i1p121. doi:10.51386/25815946/ijsms-v7i1p121.
Onal, S. (2023). Exploring the potential benefits and risks of ChatGPT in engineering education. Paper presented at the 2023 IL-IN Section Conference.
Osama, M., Sabah, A., & Muhammad, M. (2023). ChatGPT: Transcending language limitations in scientific research using artificial intelligence. Journal of the College of Physicians and Surgeons--Pakistan : JCPSP.
Pham, V. P. H., & Le, A. Q. (2024). ChatGPT in language learning: Perspectives from Vietnamese students in Vietnam and the USA. International Journal of Language Instruction, 3(2), 59-72. Retrieved from http://dx.doi.org/10.54855/ijli.24325. doi:10.54855/ijli.24325.
Rababah, L. M., Rababah, M. A., & Al-Khawaldeh, N. N. (2024). Graduate students’ ChatGPT experience and perspectives during thesis writing. International Journal of Engineering Pedagogy (iJEP), 14(3), 22-35. Retrieved from https://doi.org/10.3991/ijep.v14i3.48395.
Rahman, M., Terano, H. J. R., Rahman, N., Salamzadeh, A., & Rahaman, S. (2023). ChatGPT and academic research: A review and recommendations based on practical examples. Journal of Education, Management and Development Studies, 3(1), 1-12. Retrieved from http://dx.doi.org/10.52631/jemds.v3i1.175. doi:10.52631/jemds.v3i1.175.
Rizvi, M. (2023, 2023/6/8/). Exploring the landscape of artificial intelligence in education: Chall enges and opportunities.
Shijun, H., Fan, Y., Jian-ping, Z., & Zemin, L. (2023). ChatGPT for scientific paper writing—promises and perils. Innovation (Cambridge (Mass.)).
Silva, A. d. O., & Janes, D. d. S. (2021). The emergence of ChatGPT and its implications for education and academic research in the 21st century. Review of Artificial Intelligence in Education, 2(00), e06. Retrieved from http://dx.doi.org/10.37497/rev.artif.intell.education.v2i00.6. doi:10.37497/rev.artif.intell.education.v2i00.6
Sung Il, H., Joon Seo, L., Lee, R., Matsui, Y., Iguchi, T., Hiraki, T., & Hyungwoo, A. (2023). Is ChatGPT a “Fire of Prometheus” for non-native English-speaking researchers in academic writing? Korean Journal of Radiology.
Thanh Quy, N. T., Thu Thuy, N. T., Ngoc Anh, T. T., & Quoc, D. K. (2019). Develop tools and softwares for the assessment of ethnic minority Viet namese primary school students. Journal of Physics: Conference Series, 1340(1), 012064. Retrieved from http://dx.doi.org/10.1088/1742-6596/1340/1/012064. doi:10.1088/1742-6596/1340/1/012064.
Tran, M. N., Hogg, L., & Marshall, S. (2022). Understanding postgraduate students’ perceptions of plagiarism: a case study of Vietnamese and local students in New Zealand. International Journal for Educational Integrity, 18(1), 3.
Vo, T. K. A., & Nguyen, H. (2024). Generative artificial intelligence and ChatGPT in language learning: E. Journal of University Teaching and Learning Practice, 21(06). Retrieved from http://dx.doi.org/10.53761/fr1rkj58. doi:10.53761/fr1rkj58.
Wijaya, K. F. (2022). English education master students’ perceptions on developing critical thinking skills in academic writing. Saga Journal of English Language Teaching and Applied Linguistics. doi:10.21460/saga.2022.32.116.
Wijaya, K. F., & Mbato, C. L. (2020). Graduate students’ perceptions on their self-efficacy in writing academic papers. Elt Worldwide Journal of English Language Teaching. doi:10.26858/eltww.v7i1.13010.
Xiangmin, G., Haoming, S., & Joan Huiqiong, D. (2023). A study on ChatGPT to alleviate the difficulties in writing scientific technology papers. ICCD.
Yihan, W. (2024). Reviewing the usage of ChatGPT on L2 students' English academic writing learning. Journal of Education, Humanities and Social Sciences.
Yu, L., & Yu, Z. (2023). Qualitative and quantitative analyses of artificial intelligence ethic s in education using VOSviewer and CitNetExplorer. Frontiers in Psychology, 14. Retrieved from http://dx.doi.org/10.3389/fpsyg.2023.1061778. doi:10.3389/fpsyg.2023.1061778.
Zanaty, D. (2021). Utilizing process approach through IELTS essay practice in teaching writing for medical students through online teaching. International Journal of Linguistics Literature and Translation. doi:10.32996/ijllt.2021.4.10.11.
Zouhaier, S., & Beatriz Villarejo, C. (2023). Navigating the ethical challenges of artificial intelligence in higher education: An analysis of seven global AI ethics policies.
Aldabbus, S., & Almansouri, E. (2022). Academic writing difficulties encountered by university EFL learners. British journal of English linguistics, 10(3), 1-11.
AlZaabi, A., Amira, A., Halima, A., Ruqaya, A., & AAlAbdulsalam, A. (2023). ChatGPT applications in Academic Research: A Review of Benefits, Conce rns, and Recommendations. bioRxiv.
Barasa, D. (2024). Demystifying the Discourse: Techniques to Effective Academic Writing. Journal of Research and Academic Writing, 1(1), 13-21.
Bu, Q. (2022). Ethical Risks in Integrating Artificial Intelligence into Education an d Potential Countermeasures. Science Insights, 41(1), 561-566. Retrieved from http://dx.doi.org/10.15354/si.22.re067. doi:10.15354/si.22.re067.
Crcek, N., & Patekar, J. (2023). Writing with AI: University students’ use of ChatGPT. Journal of Language and Education, 9(4), 128-138.
Ebadi, S., & Pourahmadi, F. (2019). Exploring challenges in writing EFL master theses: students and supervisors' perspectives. Journal on English Language Teaching, 9(2), 42-51.
Fakhry. (2023). Common linguistic mistakes in academic writing among researchers. Scientific Journal of the College of Education. Retrieved from https://sjsw.journals.ekb.eg/article_288029_bdd7558d604882666dbb1d357238eeb4.pdf. doi:10.21608/sjsw.2023.288029.
Gurung, R. K. (2022). Why academic writing? Pursuits: A Journal of English Studies, 6(1), 75-82.
Hass, A. B., & Lenong, B. (2021). Assessing the academic writing skills of final year English second language (Esl) educations students to determine their preparedness as language teachers: A practical approach at a university of technology. doi:10.36315/2021end079.
Himel, M., & Shaikat, M. (2023). ChatGPT in academic writing: Maximizing its benefits and minimizing th e risks. Indian Journal of Ophthalmology.
Ho, P. X. P. (2024). Using ChatGPT in English language learning: A study on I.T. students’ attitudes, habits, and perceptions. International Journal of TESOL & Education, 4(1), 55-68. Retrieved from http://dx.doi.org/10.54855/ijte.24414. doi:10.54855/ijte.24414.
Ismail, D., Chamari, K., Żmijewski, P., & Saad, H. B. (2023). From human writing to artificial intelligence generated text: examinin g the prospects and potential threats of ChatGPT in academic writing. Biology of Sport.
Kirk, T. (2023). ChatGPT (We need to talk) https://www.cam.ac.uk/stories/ChatGPT-and-education.
Li, L. (2023). Challenges, causes and solutions in the process of writing English academic papers for English postgraduates. Journal of Education and Educational Research, 3(2), 211-214.
Nga, P. T. (2022). Using artificial intelligence applications For teaching and learning foreign language: Facts and solutions. International Journal of English Language Education and Literature Stu dies (IJEEL), 1(4), 12-15. Retrieved from http://dx.doi.org/10.22161/ijeel.1.4.2. doi:10.22161/ijeel.1.4.2.
Ngo, T. T. A. (2023). The perception by university students of the use of ChatGPT in education. International Journal of Emerging Technologies in Learning (Online), 18(17), 4.
Nguyen, G., Nguyen, N., & Giang, N. T. H. (2022). Situation and proposals for implementing artificial intelligence-based instructional technology in Vietnamese secondary schools. International Journal of Emerging Technologies in Learning (Ijet), 17(18), 53-75. Retrieved from http://dx.doi.org/10.3991/ijet.v17i18.31503. doi:10.3991/ijet.v17i18.31503.
Nguyen, T. C. (2024). University teachers’ perceptions of using ChatGPT in language teaching and assessment. Proceedings of the AsiaCALL International Conference, 4, 116-128. Retrieved from http://dx.doi.org/10.54855/paic.2349. doi:10.54855/paic.2349.
Nguyen, T. T. H. (2023). EFL teachers’ perspectives toward the use of ChatGPT in writing classes: A case study at Van Lang University. International Journal of Language Instruction, 2(3), 1-47. Retrieved from http://dx.doi.org/10.54855/ijli.23231. doi:10.54855/ijli.23231.
Nhan, L. K. (2024). Vietnamese university students’ perceptions in learning English using ChatGPT. International Journal of Science and Management Studies (IJSMS), 142-148. Retrieved from http://dx.doi.org/10.51386/25815946/ijsms-v7i1p121. doi:10.51386/25815946/ijsms-v7i1p121.
Onal, S. (2023). Exploring the potential benefits and risks of ChatGPT in engineering education. Paper presented at the 2023 IL-IN Section Conference.
Osama, M., Sabah, A., & Muhammad, M. (2023). ChatGPT: Transcending language limitations in scientific research using artificial intelligence. Journal of the College of Physicians and Surgeons--Pakistan : JCPSP.
Pham, V. P. H., & Le, A. Q. (2024). ChatGPT in language learning: Perspectives from Vietnamese students in Vietnam and the USA. International Journal of Language Instruction, 3(2), 59-72. Retrieved from http://dx.doi.org/10.54855/ijli.24325. doi:10.54855/ijli.24325.
Rababah, L. M., Rababah, M. A., & Al-Khawaldeh, N. N. (2024). Graduate students’ ChatGPT experience and perspectives during thesis writing. International Journal of Engineering Pedagogy (iJEP), 14(3), 22-35. Retrieved from https://doi.org/10.3991/ijep.v14i3.48395.
Rahman, M., Terano, H. J. R., Rahman, N., Salamzadeh, A., & Rahaman, S. (2023). ChatGPT and academic research: A review and recommendations based on practical examples. Journal of Education, Management and Development Studies, 3(1), 1-12. Retrieved from http://dx.doi.org/10.52631/jemds.v3i1.175. doi:10.52631/jemds.v3i1.175.
Rizvi, M. (2023, 2023/6/8/). Exploring the landscape of artificial intelligence in education: Chall enges and opportunities.
Shijun, H., Fan, Y., Jian-ping, Z., & Zemin, L. (2023). ChatGPT for scientific paper writing—promises and perils. Innovation (Cambridge (Mass.)).
Silva, A. d. O., & Janes, D. d. S. (2021). The emergence of ChatGPT and its implications for education and academic research in the 21st century. Review of Artificial Intelligence in Education, 2(00), e06. Retrieved from http://dx.doi.org/10.37497/rev.artif.intell.education.v2i00.6. doi:10.37497/rev.artif.intell.education.v2i00.6
Sung Il, H., Joon Seo, L., Lee, R., Matsui, Y., Iguchi, T., Hiraki, T., & Hyungwoo, A. (2023). Is ChatGPT a “Fire of Prometheus” for non-native English-speaking researchers in academic writing? Korean Journal of Radiology.
Thanh Quy, N. T., Thu Thuy, N. T., Ngoc Anh, T. T., & Quoc, D. K. (2019). Develop tools and softwares for the assessment of ethnic minority Viet namese primary school students. Journal of Physics: Conference Series, 1340(1), 012064. Retrieved from http://dx.doi.org/10.1088/1742-6596/1340/1/012064. doi:10.1088/1742-6596/1340/1/012064.
Tran, M. N., Hogg, L., & Marshall, S. (2022). Understanding postgraduate students’ perceptions of plagiarism: a case study of Vietnamese and local students in New Zealand. International Journal for Educational Integrity, 18(1), 3.
Vo, T. K. A., & Nguyen, H. (2024). Generative artificial intelligence and ChatGPT in language learning: E. Journal of University Teaching and Learning Practice, 21(06). Retrieved from http://dx.doi.org/10.53761/fr1rkj58. doi:10.53761/fr1rkj58.
Wijaya, K. F. (2022). English education master students’ perceptions on developing critical thinking skills in academic writing. Saga Journal of English Language Teaching and Applied Linguistics. doi:10.21460/saga.2022.32.116.
Wijaya, K. F., & Mbato, C. L. (2020). Graduate students’ perceptions on their self-efficacy in writing academic papers. Elt Worldwide Journal of English Language Teaching. doi:10.26858/eltww.v7i1.13010.
Xiangmin, G., Haoming, S., & Joan Huiqiong, D. (2023). A study on ChatGPT to alleviate the difficulties in writing scientific technology papers. ICCD.
Yihan, W. (2024). Reviewing the usage of ChatGPT on L2 students' English academic writing learning. Journal of Education, Humanities and Social Sciences.
Yu, L., & Yu, Z. (2023). Qualitative and quantitative analyses of artificial intelligence ethic s in education using VOSviewer and CitNetExplorer. Frontiers in Psychology, 14. Retrieved from http://dx.doi.org/10.3389/fpsyg.2023.1061778. doi:10.3389/fpsyg.2023.1061778.
Zanaty, D. (2021). Utilizing process approach through IELTS essay practice in teaching writing for medical students through online teaching. International Journal of Linguistics Literature and Translation. doi:10.32996/ijllt.2021.4.10.11.
Zouhaier, S., & Beatriz Villarejo, C. (2023). Navigating the ethical challenges of artificial intelligence in higher education: An analysis of seven global AI ethics policies.
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