ỨNG DỤNG AI TRONG GIẢNG DẠY KỸ NĂNG VIẾT TIẾNG HÀN TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI

Abstract

In the context where artificial intelligence (AI) is increasingly used by students in foreign language learning, integrating AI into writing instruction presents both pedagogical opportunities and challenges. This study aims to design and implement a controlled AI-integrated classroom model for teaching Korean writing to first-year students in the second semester of the Faculty of Korean Language and Culture, VNU University of Foreign Languages and International Studies. The research adopts a classroom-based research approach and is conducted within a Korean writing course using the textbook Get it Korean Writing 2, covering ten instructional units. The theoretical framework draws on the Process Writing approach, social learning theory, and studies on Automated Writing Evaluation (AWE). The proposed instructional model consists of three stages-pre-class, in-class, and post-class-in which AI functions as a pedagogical support tool rather than a substitute for learners’ thinking or teachers’ professional judgment. Data were collected through classroom observation, analysis of students’ draft and final written products, and a descriptive student questionnaire. The findings indicate that AI is particularly effective in supporting the correction of vocabulary choice, particle usage, and basic sentence structures, which are common difficulties for beginning learners of Korean. The integration of AI also contributes to reducing learners’ anxiety in writing and fostering greater learner autonomy. However, the study identifies limitations in AI’s ability to ensure pragmatic appropriateness in written expression. The study concludes that AI can be effectively integrated into Korean writing instruction for first-year students when guided by clear pedagogical control, thereby supporting learning while maintaining the development of independent linguistic thinking.