EFL Teachers’ Perspectives toward the Use of ChatGPT in Writing Classes: A Case Study at Van Lang University
Thi Thu Hang Nguyen
Opens the publisher or repository page for the complete article, not just this summary. Practora shows metadata and an abstract when available.
Source metadata
- Publication year
- 2023
- Journal / publisher
- International Journal of Language Instruction
- Publisher
- Not available
- DOI
- 10.54855/ijli.23231
- Source type
- journal-article
- Open access
- Yes
- Citation count
- 101
Abstract
Provided by OpenAlex when available, not an AI rewrite. For the full paper, use the button above.
The introduction of ChatGPT is seen as a potential chance to improve second language learning and instruction. However, the acceptance of technology in education is dependent on instructors' views. As a consequence, it is vital to explore how EFL teachers assess the implementation of ChatGPT in language classes, particularly in Vietnam, where research on this topic is scarce. The goal of this study is to learn about EFL teachers' thoughts on using ChatGPT in writing sessions and to gather ideas for its implementation. The research involved twenty Van Lang University EFL teachers who utilized ChatGPT in their language education and taught numerous writing courses. An online survey and a structured interview were used to collect quantitative and qualitative data. The study's results show that EFL instructors at Van Lang University are enthusiastic about using ChatGPT in writing lessons. Furthermore, the research emphasizes the necessity of professional training for instructors, boosting user knowledge of the limits and possible hazards connected with ChatGPT, and assuring correct chatbot use as critical elements that contribute to its successful deployment.
Go to the full original articleSocial-work relevance
Inferences are drawn only from the title and abstract. They are not statements from the source authors.
- Population studied
- Not available
- Problem or topicAutomated inference
- EFL Teachers’ Perspectives toward the Use of ChatGPT in Writing Classes: A Case Study at Van Lang University
- Intervention
- Not available
- Practice setting
- Not available
- Study typeAutomated inference
- Qualitative
- Possible relevance to practice
- Not available
- Important limitationsAutomated inference
- Limitations were not clearly stated in the available abstract; consult the full article.
Practice caution
Automated inferenceWhat to watch for when applying this to practice
Bias and transferability prompts from the title and abstract only — not a critical appraisal, author statement, or clinical recommendation.
Qualitative or case-based evidence offers depth, not statistical generalizability. Use for insight and hypothesizing, not population-wide claims.
Student or campus samples often differ from community or clinical caseloads. Check ecological validity for your practice context.
Digital or remote delivery can change engagement and access. Consider technology barriers and who is underrepresented in the sample.
Title/abstract may not discuss racial, ethnic, or equity dimensions. Review the full text for representation before transferring findings.
Read the full article for methods, sampling, and author-stated limitations before using this evidence in practice or coursework.
Citation
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. https://doi.org/10.54855/ijli.23231