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Khoa học Xã hội và Nhân văn (Tiếng Anh)
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28/04/2026
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Trích dẫn bài báo
Nguyen, H. A., Le, T. N. A., & Phan, T. N. (2026). Examining the Effects of ChatGPT as an Automated Scoring and FeedbackTool on English-major Students’ Writing Performance in the Mekong Delta. Tạp chí Khoa học Đại học Đồng Tháp, 15(7), 79-94. https://doi.org/10.52714/dthu.sch.2986.1860
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Examining the Effects of ChatGPT as an Automated Scoring and FeedbackTool on English-major Students’ Writing Performance in the Mekong Delta
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Tóm tắt
In the digital era, ChatGPT has attracted considerable attention to English teaching and learning. A quasi-experimental study was conducted to investigate the effects of using ChatGPT as an automated scoring and feedback tool on 12 English-major students’ writing essays in the autonomous learning process at a university in the Mekong Delta, Vietnam, over ten weeks. Quantitative data collected from the pre- and post-assignments were examined on four components of IELTS writing task 2, including task response, coherence and cohesion, lexical resource, and grammar range and accuracy. Additionally, qualitative data were from semi-structured interviews with 8 voluntary students. The findings of the pre- and post-assignments indicated that the participants’ writing ability was improved after the ChatGPT intervention. The qualitative results revealed that students felt more confident in writing essays than before. They believed that ChatGPT could become a useful assistant instrument for students in practicing writing skills autonomously if and only if they knew how to use it effectively. However, they had many difficulties with complex vocabulary and structures, and inaccurate ideas from ChatGPT.
Từ khóa
Automated feedback, ChatGPT, English writing skills, learner autonomy.
Chi tiết bài viết
Bài báo này được cấp phép theo Creative Commons Attribution-NonCommercial 4.0 International License.
Tài liệu tham khảo
Abdi, M. M., Ananta, B. D. B., & Nurbatra, L. H. (2024). Exploring the use of ChatGPT in improving students’ paragraph composition skills. Focus on ELT Journal, 6(4), 17–36. https://doi.org/10.14744/felt.6.4.2
Agustini, N. P. O. (2023). Examining the role of ChatGPT as a learning tool in promoting students’ English language learning autonomy relevant to Kurikulum Merdeka Belajar. EDUKASIA Jurnal Pendidikan Dan Pembelajaran, 4(2), 921-934.
Al-Sofi, B. B. M. A. (2024). Artificial intelligence-powered tools and academic writing: to use or not to use ChatGPT. Saudi Journal of Language Studies, 4(3), 145-61. https://doi.org/10.1108/SJLS-06-2024-0029
Ampa, A., & Quraisy, H. (2018). Needs analysis of the English writing skill as the base to design the learning materials. SHS Web of Conferences. 42. https://doi.org/10.1051/shsconf/20184200050.
Anjani, A. R. (2025). The impact of ChatGPT on students’ writing skill in English learning study. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 11(2), 263-275. https://jele.ejournal.unsri.ac.id/index.php/jele/article/view/49/34
Belabcir, S. (2024). The role of Chat GPT in promoting EFL students' autonomous learning: Teachers' Perspectives. Global Scientific Journals, 12(6), 512-527. https://www.researchgate.net/publication/381552057
Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40(1), 21-40. https://doi.org/ 10.1017/S0261444806003958.
Cascella, M., Montomoli, J., Bellini, V., & Bignami, E. (2023). Evaluating the feasibility of ChatGPT in healthcare: An analysis of multiple clinical and research scenarios. Journal of Medical Systems, 47(1), 1–5. https://doi.org/10.1007/S10916-023-01925-4
Chen, H., Yuan, K., & Huang, Y. J. (2023). Feedback is all you need: from ChatGPT to autonomous driving. Science China Information Sciences, 66(6). https://doi.org/10.1007/s11432-023-3740-x
Chowdhury, T. A. (2021). Fostering learner autonomy through cooperative and collaborative learning. Shanlax International Journal of Education, 10(1), 89-95. https://doi.org/10.34293/ education.v10i1.4347.
Creswell, J. W., & Creswell, J. D. (2025). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Cronk, B. C. (2018). How to use SPSS. A step-by-step guide to analysis and interpretation (10th ed.). Routledge.
Cung, L. T., Hoang, U. P. T., Dinh, A. N., & Bui, T. H. (2025). University students’ perceptions of AI application in writing skills in Vietnam: A systematic review. Vietnam Journal of Education, 9(2), 325-334. https://doi.org/10.52296/vje.2025.533
Dang, T. T. (2012). Learner autonomy perception and performance: A study on Vietnamese students in online and offline learning environments. Ph.D. thesis, La Trobe University.
Deepshikha, D. (2025). A comprehensive review of AI-powered grading and tailored feedback in universities. Discov Artif Intell, 5(251), 1-18. https://doi.org/10.1007/s44163-025-00517-0
Do, M. H. (2014). Improving Vietnamese students’ English essay writing at Dong Thap University. Asian Journal of Education and E-Learning, 2(5), 390-398.
https://ajouronline.com/index.php/AJEEL/article/view/1720.
Dönmez, I., Idil, S., & Gulen, S. (2023). Conducting academic research with the AI interface ChatGPT: Challenges and opportunities. Journal of Steam Education Journal of science, technology, engineering, mathematics, and art education. https://dergipark.org.tr/En/Download/Article-File/3003468
Du, J., & Alm, A. (2024). The impact of ChatGPT on English for Academic Purposes (EAP) students’ language learning experience: A self-determination theory perspective. Education Sciences, 14(7), 726. https://doi.org/10.3390/educsci14070726
Fui-Hoon Nah, F., Zheng, R., Cai, J., Siau, K., & Chen, L. (2023). Generative AI and ChatGPT: Applications, challenges, and AI-human collaboration. Journal of Information Technology Case and Application Research, 25(3), 277–304. https://doi.org/10.1080/15228053.2023.2233814
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage.
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. https://doi.org/10.54855/ijte.24414
Holec, H. (1981). Autonomy and foreign language learning. Pergamon.
Hong, W. C. H. (2023). The impact of ChatGPT on foreign language teaching and learning: Opportunities in education and research. Journal of Educational Technology and Innovation, 3(1), 37-45. https://doi.org/10.61414/jeti.v5i1.103
Hidayatun, N. (2021). The influence of learning motivation on the ability to write regional language pantun. Geram, 9(1), 38–46. https://doi.org/10.25299/geram.2021.vol9
Khampusaen, D. (2025). The impact of ChatGPT on academic writing skills and knowledge: An investigation of its use in argumentative essays. LEARN Journal: Language Education and Acquisition Research Network, 18(1), 963-988. https://doi.org/10.70730/PGCQ9242
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2). https://doi.org/10.1177/00336882231162868.
Kurt, G., & Kurt, Y. (2024). Enhancing L2 writing skills: ChatGPT as an automated feedback tool. Journal of Information Technology Education: Research, 23(24). https://doi.org/10.28945/5370
Liew, P. Y., & Tan, I. K. T. (2025). On automated essay grading using large language models (pp. 204–211). In Proceedings of the 2024 8th International Conference on Computer Science and Artificial Intelligence Association for Computing Machinery, New York, NY, USA, 204–211. https://doi.org/10.1145/3709026.3709030
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14-29.
Lai, T. K. L., & Trinh, H. L. (2025). The effects of ChatGPT on academic writing proficiency among English-majored undergraduates at a university. VNU Journal of Foreign Studies, 41(3), 92-109. https://doi.org/10.63023/2525-2445/jfs.ulis.5514
Le, T. N. A. (2019). EFL teachers’ and students’ perceptions and practices regarding learner autonomy: An exploratory study at a Vietnamese university in The Mekong Delta. Ph.D. thesis, University of Foreign Languages - Hue University.
Le, T. N. A., Dang, T. P., & Doan, P. Q. (2025). The impacts of online newspapers and magazines on English majors’ writing skills. Dong Thap University Journal of Science, 14(7), 1-9. https://doi.org/10.52714/dthu.14.7.2025.1515
Meniado, J. C. (2023). The Impact of ChatGPT on English Language Teaching, Learning, and Assessment: A Rapid Review of Literature. Arab World English Journal, 14(4), 3-18. https://dx.doi.org/10.24093/awej/vol14no4.1
Mizumoto, A., & Masaki, E. (2023). Exploring the potential of using an AI language model for automated essay scoring. Research Methods in Applied Linguistics, 2(2).
https://doi.org/10.1016/j.rmal.2023.100050
Muhammad, M. (2020). Promoting students’ autonomy through online learning media in EFL class. International Journal of Higher Education. 9(4), 320-331. https://doi.org/10.5430/ijhe.v9n4p320.
Nguyen, M. A. (2024). Leveraging ChatGPT for enhancing English writing skills and critical thinking in university freshmen. Journal of Knowledge Learning and Science Technology ISSN: 2959-6386 (online), 3(2), 51-62. https://doi.org/10.60087/jklst.vol3.n2.p62
Nguyen, Q. N., & Doan, D. T. H. (2025). ChatGPT's effects on EFL learners' autonomy and self-efficacy in self-regulated learning contexts. JALT CALL Journal, 21(2), 1-31. https://doi.org/10.29140/jaltcall.v21n2.102968.
Oxford, R. (2003). Toward a more systematic model of L2 learner autonomy. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (pp. 75-91). Palgrave Macmillan
Özçelik, N. P., & Ekşi, G. Y. (2024). Cultivating writing skills: The role of ChatGPT as a learning assistant—A case study. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00296-8
Pham, N. P. D., & Le, T. N. A. (2024). TESOL-major students’ perceptions and practices on group autonomy at Dong Thap University. Dong Thap University Journal of Science, 13(3), 39-46. https://doi.org/10.52714/dthu.13.3.2024.1246.
Rajendran, T., & Yunus, M. M. (2021). A systematic literature review on the use of mobile-assisted language learning (MALL) for enhancing speaking skills among ESL and EFL learners. International Journal of Academic Research in Progressive Education and Development, 10(1), 586-609.
Stockemer, D. (2019). Quantitative methods for the social sciences. A practical introduction with examples in SPSS and Stata. Springer.
Sujannah, W. D., Suwarso, P. N., & Unsiah, F. (2025). The correlation between ChatGPT use and learning autonomy among ESP students. Cogent Education, 12(1), 1-12. https://doi.org/10.1080/2331186X.2025.2517508
Sultan, M., Taj, A., Sabir, F., Ali, S., & Qureshi, M. O. K. (2025). The effect of ChatGPT on the writing abilities of undergraduate English students. Journal of Arts and Linguistics Studies, 3, 67-91. https://doi.org/10.71281/jals.v3i1.210.
Tran, N. H., & Nguyen, T. L. (2024). Artificial intelligence and language education: The role of ChatGPT in improving writing skills for English major students. IJRESM, 7(9), 25–33. Retrieved from https://journal.ijresm.com/index.php/ijresm/article/view/3170
Tseng, Y.-C., Lin, Y.-H. (2024). Enhancing English as a foreign language (EFL) learners’ writing with ChatGPT: A university-level course design. Electronic Journal of E Learning, 22(2), 78-97. https://doi.org/10.34190/ejel.21.5.3329
Tuan, D. M. (2021). Learner autonomy in English language learning: Vietnamese EFL students’ perceptions and practices. Indonesian Journal of Applied Linguistics, 11(2), 307-317. https://doi.org/10.17509/ijal.v11i2.29605.
Uyar, A., & Büyükahıska, D. (2025). Artificial intelligence as an automated essay scoring tool: A focus on ChatGPT. International Journal of Assessment Tools in Education, 12, 20-32. https://doi.org/10.21449/ijate.1517994.
Van Horn, K. R. (2024). ChatGPT in English language learning: Exploring perceptions and promoting autonomy in a university EFL context. TESL-EJ, 28(1). https://doi.org/10.55593/ej.28109a8
Vo, P. T. N. (2025). TESOL graduates’ views on the impacts and ethical aspects of ChatGPT in academic writing. Dong Thap University Journal of Science, 14(3), 13-22. https://doi.org/10.52714/dthu.14.3.2025.1506
Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experience and perceptions. Languages, 8(3), 212. https://doi.org/10.3390/languages8030212
Yuan, Y., Li, H. & Sawaengdist, A. (2024). The impact of ChatGPT on learners in English academic writing: Opportunities and challenges in education. Language Learning in Higher Education, 14(1), 41-56. https://doi.org/10.1515/cercles-2023-0006
Zhai, X. (2022). ChatGPT user experience: Implications for education. Retrieved from http://dx.doi.org/10.2139/ssrn.4312418
Agustini, N. P. O. (2023). Examining the role of ChatGPT as a learning tool in promoting students’ English language learning autonomy relevant to Kurikulum Merdeka Belajar. EDUKASIA Jurnal Pendidikan Dan Pembelajaran, 4(2), 921-934.
Al-Sofi, B. B. M. A. (2024). Artificial intelligence-powered tools and academic writing: to use or not to use ChatGPT. Saudi Journal of Language Studies, 4(3), 145-61. https://doi.org/10.1108/SJLS-06-2024-0029
Ampa, A., & Quraisy, H. (2018). Needs analysis of the English writing skill as the base to design the learning materials. SHS Web of Conferences. 42. https://doi.org/10.1051/shsconf/20184200050.
Anjani, A. R. (2025). The impact of ChatGPT on students’ writing skill in English learning study. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 11(2), 263-275. https://jele.ejournal.unsri.ac.id/index.php/jele/article/view/49/34
Belabcir, S. (2024). The role of Chat GPT in promoting EFL students' autonomous learning: Teachers' Perspectives. Global Scientific Journals, 12(6), 512-527. https://www.researchgate.net/publication/381552057
Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40(1), 21-40. https://doi.org/ 10.1017/S0261444806003958.
Cascella, M., Montomoli, J., Bellini, V., & Bignami, E. (2023). Evaluating the feasibility of ChatGPT in healthcare: An analysis of multiple clinical and research scenarios. Journal of Medical Systems, 47(1), 1–5. https://doi.org/10.1007/S10916-023-01925-4
Chen, H., Yuan, K., & Huang, Y. J. (2023). Feedback is all you need: from ChatGPT to autonomous driving. Science China Information Sciences, 66(6). https://doi.org/10.1007/s11432-023-3740-x
Chowdhury, T. A. (2021). Fostering learner autonomy through cooperative and collaborative learning. Shanlax International Journal of Education, 10(1), 89-95. https://doi.org/10.34293/ education.v10i1.4347.
Creswell, J. W., & Creswell, J. D. (2025). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Cronk, B. C. (2018). How to use SPSS. A step-by-step guide to analysis and interpretation (10th ed.). Routledge.
Cung, L. T., Hoang, U. P. T., Dinh, A. N., & Bui, T. H. (2025). University students’ perceptions of AI application in writing skills in Vietnam: A systematic review. Vietnam Journal of Education, 9(2), 325-334. https://doi.org/10.52296/vje.2025.533
Dang, T. T. (2012). Learner autonomy perception and performance: A study on Vietnamese students in online and offline learning environments. Ph.D. thesis, La Trobe University.
Deepshikha, D. (2025). A comprehensive review of AI-powered grading and tailored feedback in universities. Discov Artif Intell, 5(251), 1-18. https://doi.org/10.1007/s44163-025-00517-0
Do, M. H. (2014). Improving Vietnamese students’ English essay writing at Dong Thap University. Asian Journal of Education and E-Learning, 2(5), 390-398.
https://ajouronline.com/index.php/AJEEL/article/view/1720.
Dönmez, I., Idil, S., & Gulen, S. (2023). Conducting academic research with the AI interface ChatGPT: Challenges and opportunities. Journal of Steam Education Journal of science, technology, engineering, mathematics, and art education. https://dergipark.org.tr/En/Download/Article-File/3003468
Du, J., & Alm, A. (2024). The impact of ChatGPT on English for Academic Purposes (EAP) students’ language learning experience: A self-determination theory perspective. Education Sciences, 14(7), 726. https://doi.org/10.3390/educsci14070726
Fui-Hoon Nah, F., Zheng, R., Cai, J., Siau, K., & Chen, L. (2023). Generative AI and ChatGPT: Applications, challenges, and AI-human collaboration. Journal of Information Technology Case and Application Research, 25(3), 277–304. https://doi.org/10.1080/15228053.2023.2233814
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage.
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. https://doi.org/10.54855/ijte.24414
Holec, H. (1981). Autonomy and foreign language learning. Pergamon.
Hong, W. C. H. (2023). The impact of ChatGPT on foreign language teaching and learning: Opportunities in education and research. Journal of Educational Technology and Innovation, 3(1), 37-45. https://doi.org/10.61414/jeti.v5i1.103
Hidayatun, N. (2021). The influence of learning motivation on the ability to write regional language pantun. Geram, 9(1), 38–46. https://doi.org/10.25299/geram.2021.vol9
Khampusaen, D. (2025). The impact of ChatGPT on academic writing skills and knowledge: An investigation of its use in argumentative essays. LEARN Journal: Language Education and Acquisition Research Network, 18(1), 963-988. https://doi.org/10.70730/PGCQ9242
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2). https://doi.org/10.1177/00336882231162868.
Kurt, G., & Kurt, Y. (2024). Enhancing L2 writing skills: ChatGPT as an automated feedback tool. Journal of Information Technology Education: Research, 23(24). https://doi.org/10.28945/5370
Liew, P. Y., & Tan, I. K. T. (2025). On automated essay grading using large language models (pp. 204–211). In Proceedings of the 2024 8th International Conference on Computer Science and Artificial Intelligence Association for Computing Machinery, New York, NY, USA, 204–211. https://doi.org/10.1145/3709026.3709030
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14-29.
Lai, T. K. L., & Trinh, H. L. (2025). The effects of ChatGPT on academic writing proficiency among English-majored undergraduates at a university. VNU Journal of Foreign Studies, 41(3), 92-109. https://doi.org/10.63023/2525-2445/jfs.ulis.5514
Le, T. N. A. (2019). EFL teachers’ and students’ perceptions and practices regarding learner autonomy: An exploratory study at a Vietnamese university in The Mekong Delta. Ph.D. thesis, University of Foreign Languages - Hue University.
Le, T. N. A., Dang, T. P., & Doan, P. Q. (2025). The impacts of online newspapers and magazines on English majors’ writing skills. Dong Thap University Journal of Science, 14(7), 1-9. https://doi.org/10.52714/dthu.14.7.2025.1515
Meniado, J. C. (2023). The Impact of ChatGPT on English Language Teaching, Learning, and Assessment: A Rapid Review of Literature. Arab World English Journal, 14(4), 3-18. https://dx.doi.org/10.24093/awej/vol14no4.1
Mizumoto, A., & Masaki, E. (2023). Exploring the potential of using an AI language model for automated essay scoring. Research Methods in Applied Linguistics, 2(2).
https://doi.org/10.1016/j.rmal.2023.100050
Muhammad, M. (2020). Promoting students’ autonomy through online learning media in EFL class. International Journal of Higher Education. 9(4), 320-331. https://doi.org/10.5430/ijhe.v9n4p320.
Nguyen, M. A. (2024). Leveraging ChatGPT for enhancing English writing skills and critical thinking in university freshmen. Journal of Knowledge Learning and Science Technology ISSN: 2959-6386 (online), 3(2), 51-62. https://doi.org/10.60087/jklst.vol3.n2.p62
Nguyen, Q. N., & Doan, D. T. H. (2025). ChatGPT's effects on EFL learners' autonomy and self-efficacy in self-regulated learning contexts. JALT CALL Journal, 21(2), 1-31. https://doi.org/10.29140/jaltcall.v21n2.102968.
Oxford, R. (2003). Toward a more systematic model of L2 learner autonomy. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (pp. 75-91). Palgrave Macmillan
Özçelik, N. P., & Ekşi, G. Y. (2024). Cultivating writing skills: The role of ChatGPT as a learning assistant—A case study. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00296-8
Pham, N. P. D., & Le, T. N. A. (2024). TESOL-major students’ perceptions and practices on group autonomy at Dong Thap University. Dong Thap University Journal of Science, 13(3), 39-46. https://doi.org/10.52714/dthu.13.3.2024.1246.
Rajendran, T., & Yunus, M. M. (2021). A systematic literature review on the use of mobile-assisted language learning (MALL) for enhancing speaking skills among ESL and EFL learners. International Journal of Academic Research in Progressive Education and Development, 10(1), 586-609.
Stockemer, D. (2019). Quantitative methods for the social sciences. A practical introduction with examples in SPSS and Stata. Springer.
Sujannah, W. D., Suwarso, P. N., & Unsiah, F. (2025). The correlation between ChatGPT use and learning autonomy among ESP students. Cogent Education, 12(1), 1-12. https://doi.org/10.1080/2331186X.2025.2517508
Sultan, M., Taj, A., Sabir, F., Ali, S., & Qureshi, M. O. K. (2025). The effect of ChatGPT on the writing abilities of undergraduate English students. Journal of Arts and Linguistics Studies, 3, 67-91. https://doi.org/10.71281/jals.v3i1.210.
Tran, N. H., & Nguyen, T. L. (2024). Artificial intelligence and language education: The role of ChatGPT in improving writing skills for English major students. IJRESM, 7(9), 25–33. Retrieved from https://journal.ijresm.com/index.php/ijresm/article/view/3170
Tseng, Y.-C., Lin, Y.-H. (2024). Enhancing English as a foreign language (EFL) learners’ writing with ChatGPT: A university-level course design. Electronic Journal of E Learning, 22(2), 78-97. https://doi.org/10.34190/ejel.21.5.3329
Tuan, D. M. (2021). Learner autonomy in English language learning: Vietnamese EFL students’ perceptions and practices. Indonesian Journal of Applied Linguistics, 11(2), 307-317. https://doi.org/10.17509/ijal.v11i2.29605.
Uyar, A., & Büyükahıska, D. (2025). Artificial intelligence as an automated essay scoring tool: A focus on ChatGPT. International Journal of Assessment Tools in Education, 12, 20-32. https://doi.org/10.21449/ijate.1517994.
Van Horn, K. R. (2024). ChatGPT in English language learning: Exploring perceptions and promoting autonomy in a university EFL context. TESL-EJ, 28(1). https://doi.org/10.55593/ej.28109a8
Vo, P. T. N. (2025). TESOL graduates’ views on the impacts and ethical aspects of ChatGPT in academic writing. Dong Thap University Journal of Science, 14(3), 13-22. https://doi.org/10.52714/dthu.14.3.2025.1506
Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experience and perceptions. Languages, 8(3), 212. https://doi.org/10.3390/languages8030212
Yuan, Y., Li, H. & Sawaengdist, A. (2024). The impact of ChatGPT on learners in English academic writing: Opportunities and challenges in education. Language Learning in Higher Education, 14(1), 41-56. https://doi.org/10.1515/cercles-2023-0006
Zhai, X. (2022). ChatGPT user experience: Implications for education. Retrieved from http://dx.doi.org/10.2139/ssrn.4312418
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- Le Thanh Nguyet Anh, Pham Ngoc Phuong Dong, TESOL-major students’ perceptions and practices on group autonomy at Dong Thap University , Tạp chí Khoa học Đại học Đồng Tháp: Tập 13 Số 3 (2024): Chuyên san Khoa học Xã hội và Nhân văn (Tiếng Anh)
- Ho Thi Hue Lam, Le Thanh Nguyet Anh, The effectiveness of using the Think-Pair-Share cooperative learning in teaching English speaking skills to high school students , Tạp chí Khoa học Đại học Đồng Tháp: Tập 14 Số 07S (2025): Số Đặc biệt chuyên san Khoa học Xã hội và Nhân văn (Tiếng Việt)
- Huynh Tran Kim Uyen, Le Thanh Nguyet Anh, The impacts of integrating social emotional learning into English lessons for non-majored students at a university in Viet Nam , Tạp chí Khoa học Đại học Đồng Tháp: Tập 14 Số 03S (2025): Số Đặc biệt chuyên san Khoa học Xã hội và Nhân văn (Tiếng Việt)
- Nguyen Thi Danh Lam, ThS Ha Vu Hoang, Le Thanh Nguyet Anh, The impacts of integrating social and emotional learning into English language teaching for primary school students , Tạp chí Khoa học Đại học Đồng Tháp: Tập 14 Số 06S (2025): Số Đặc biệt chuyên san Khoa học Xã hội và Nhân văn (Tiếng Việt)
- Nguyen Thi Cam Tu, Le Thanh Nguyet Anh, Examining the effects of oral communicative activities on high school students’ learning English speaking skills , Tạp chí Khoa học Đại học Đồng Tháp: Tập 14 Số 07S (2025): Số Đặc biệt chuyên san Khoa học Xã hội và Nhân văn (Tiếng Việt)
- Le Thi Anh Thu, Le Thanh Nguyet Anh, English as a Foreign Language Teachers’ Pronunciation Teaching Strategies in High Schools , Tạp chí Khoa học Đại học Đồng Tháp: Tập 15 Số 02S (2026): Số Đặc biệt chuyên san Khoa học Xã hội và Nhân văn (Tiếng Việt)