Assessing AI Readiness in Teaching English Writing at the Tertiary Level: A Case Study of FPT University

Assessing AI Readiness in Teaching English Writing at the Tertiary Level: A Case Study of FPT University

Hoa Nguyen Thi Thieu* hoantt70@fe.edu.vn English Department, FPT University - Hoa Lac Campus, Hanoi (Vietnam)
Van Pham Hong Hanoi University (Vietnam)
Duy Nguyen Vu Quoc English Department, FPT University - Hoa Lac Campus, Hanoi (Vietnam)
Summary: 
The advent of artificial intelligence (AI) has opened up not only useful learning tools for students but also a whole new horizon for teachers. However, there are also many hidden aspects of using AI in education that we don’t fully understand. This study, conducted at FPT University with 17 English lecturers, investigated whether lecturers were willing and flexible in applying AI to teaching academic writing in English. This is a qualitative study, focusing on understanding the thinking and habits of using AI in building academic writing lesson plans. The results show that, although most lecturers are familiar with common tools such as ChatGPT or Grammarly, the use of AI in the classroom is still limited and only goes as far as correcting grammar errors. More importantly, the study also reveals a significant gap that needs further exploration regarding the awareness of using AI among some lecturers who currently feel they are not yet proficient with the technology. Furthermore, ethical concerns regarding the use of AI also pose potential risks to academic integrity, as students are currently unaware of the consequences of over-reliance on AI in academic writing. This study applies the AI-TPACK assessment framework to gather in-depth empirical insights into the challenges of integrating artificial intelligence into writing instruction in higher education. The results show that effective AI integration requires faculty to have a strong grasp of pedagogical theory, the ability to assess the learning environment, and thus make the most appropriate choices to create the most holistic learning space. In addition, supportive policies from the university and professional training sessions on the use of AI tools also play a significant role in improving the quality of university teaching today.
Keywords: 
Artificial Intelligence (AI)
digital readiness
English academic writing
teachers’ perspectives
ethical issue
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