TÁC ĐỘNG CỦA CHATGPT ĐỐI VỚI NĂNG LỰC VIẾT HỌC THUẬT CỦA SINH VIÊN CHUYÊN NGÀNH TIẾNG ANH TẠI MỘT TRƯỜNG ĐẠI HỌC
Nội dung chính của bài viết
Tóm tắt
Sự gia tăng của việc tích hợp trí tuệ nhân tạo (AI) trong giáo dục đã chuyển đổi cách giảng dạy viết học thuật, khi mà ChatGPT nổi lên như một công cụ được sử dụng rộng rãi bởi các sinh viên chuyên ngành tiếng Anh. Nghiên cứu này khám phá những tác động của ChatGPT đến trình độ viết học thuật, tập trung vào bốn khía cạnh chính: vốn từ vựng học thuật, cấu trúc ngữ pháp, phát triển ý tưởng và động lực của sinh viên. Nghiên cứu đã sử dụng phương pháp tiếp cận định lượng, với bảng hỏi được cung cấp cho sinh viên tại một trường đại học ở Hà Nội. Dữ liệu được phân tích bằng SPSS, kết hợp thử nghiệm độ tin cậy và phân tích nhân tố khám phá. Kết quả chỉ ra rằng ChatGPT cải thiện đáng kể vốn từ vựng học thuật của sinh viên, tinh chỉnh độ chính xác ngữ pháp, tạo điều kiện cho việc tạo ra ý tưởng và tăng động lực trong bài viết học thuật. Nghiên cứu này đóng góp vào khối lượng nghiên cứu ngày càng tăng về văn viết có sự hỗ trợ của AI và nhấn mạnh nhu cầu khám phá sâu hơn về tác động lâu dài của nó đối với trình độ viết trong các ngành học thuật khác nhau.
Chi tiết bài viết
Từ khóa
ChatGPT, bài viết học thuật, giáo dục đại học, văn viết có sự hỗ trợ của AI
Tài liệu tham khảo
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Allagui, B. (2023). Chatbot Feedback on students’ writing: Typology of comments and efectiveness. In O. Gervasi, B. Murgante, A. M. A. C. Rocha, C. Garau, F. Scorza, Y. Karaca, & C. M. Torre (Eds.), International conference on computational science and its applications (pp. 377–384). Springer. https://doi.org/10.1007/978-3-031-37129-5_31
Almaleki, W. S. A. (2020). Saudi international students’ perceptions of the utility of artificial intelligence and intelligent personal assistant tools in EFL learning (Doctoral dissertation). Concordia University Chicago.
Altakhaineh, A. R. M. (2012). The main characteristics of good academic writing in English, language discourse functions, and challenges that Arab students face. Asian EFL Journal, 63, 4–35.
Anderson, J. C., & Gerbing, D. W. (1988). Structural Equation Modeling in Practice: A Review and Recommended Two-Step Approach. Psychological bulletin, 103(3), 411-423. https://doi.org/10.1037/0033-2909.103.3.411
Andrea, P (2023). Use of Electronic Resources in Teaching and Learning EFL in Higher Education.
Aryadi, A., Heryadi, D., & Nurbatra, L. H. (2024). Exploring the use of ChatGPT in improving students’ paragraph composition skills. Focus on ELT Journal, 6(4), 205–214. Retrieved from ResearchGate
Athanassopoulos, S., Manoli, P., Gouvi, M., Lavidas, K., & Komis, V. (2023). The use of ChatGPT as a learning tool to improve foreign language writing in a multilingual and multicultural classroom. Advances in mobile learning educational research, 3(2), 818-824
Bellman, R. E. (1978). An introduction to artificial intelligence: Can computers think? Boyd & Fraser Publishing Company.
Biber, D., Gray, B., & Poonpon, K. (2011). Should we use characteristics of conversation to measure grammatical complexity in L2 writing development? TESOL Quarterly, 45(1), 5–35.
Can, Y., & Bardakci, S. (2022). Teachers’ opinions on (urgent) distance education activities during the pandemic. Advances in mobile learning educational research, 2(2), 351-374.
Casal, J. E., & Lee, J. J. (2019). Syntactic complexity and writing quality in assessed first year L2 writing. Journal of Second Language Writing, 44, 51–62. https://doi.org/10.1016/j.jslw.2019.03.005
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 ofmedical systems, 47(1), 1–5. https://doi.org/10.1007/S10916-023-01925-4chan
Chen, L., & Lee, S. (2023). Balancing the use of chat GPT as a writing assistant in higher education. Journal of Educational Technology, 45(2), 123-140
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Dai, W., Lin, J., Jin, F., Li, T., Tsai, Y.-S., Gašević, D. & Chen, G. (2023). Can large language models provide feedback to student? A case study on ChatGPT. [Preprint from EdArXiv]. https://doi.org/10.35542/osf.io/hcgzj
Dasborough, M. T. (2024). Ghostwriters in the machine: Openly appreciating AI tools and humans who helped us [Editorial]. Journal of Organizational Behavior, 45(2), 155–158. https://doi.org/10.1002/job.2778
Doe, J., Smith, A. B., & Johnson, C. 2022. The impact of AI language models on evaluation. https://doi.org/10.48550/arXiv.2304.01746
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
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
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
Fukao, A., & Fujii, T. (2001). Investigating difficulties in the academic writing process: interview as a research tool. ICU language research bulletin, 16, 29-40
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate Data Analysis with Readings (5th ed.).
Haque, M. U., Dharmadasa, I., Sworna, Z. T., Rajapakse, R. N., & Ahmad, H. (2022). “I think this is the most disruptive technology”: Exploring sentiments of ChatGPT early adopters using Twitter data. arXiv. https://doi.org/10.48550/arXiv.2212.05856
Human-Centered Artificial Intelligence. (2020). Artificial intelligence definitions. Stanford Hai. https://Hai.Stanford.Edu/Sites/Default/Files/2020-09/Ai-Definitions-Hai.Pdf
Jacobs, H. L., Zingraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Newbury House Publishers.
Kallou, S., & Kikilia, A. (2021). A transformative educational framework in tourism higher educationthrough digital technologies during the COVID-19 pandemic. Advances in mobile learning educa-tional research, 1(1), 37-47.
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language learning and teaching. RELC Journal, 54(2), 311-320. https://doi.org/10.1177/00336882231162868
Lingard, L. (2023). Writing with ChatGPT: An illustration of its capacity, limitations & implications for academic writers. Perspectives on Medical Education, 12(1), 261–270. https://doi.org/10.5334/pme.1072
Lumley, T. (2002). Assessment criteria in a large-scale writing test: What do they really mean to the raters? Language Testing, 19(3), 246–276. https://doi.org/10.1191/0265532202lt228oa
Maamuujav, U., Olson, C. B., & Chung. H. (2021). Syntactic and lexical features of adolescent L2 students' academic writing. Journal of Second Language Writing, 53. https://doi.org/10.1016/j.jslw.2021.100822.
Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study. Smart Learning Environments. https://slejournal.springeropen.com/counter/pdf/10.1186/s40561-024-00295-9.pdf
McCarthy, J. (2007, November 12). What is artificial intelligence? Retrieved from https://www-formal.stanford.edu/jmc/whatisai/
Misbah Sultan, Aleena Taj, Fatima Sabir, Sajid Ali, & Muhammad Obaid Kaleem Qureshi. (2025). The Effect of ChatGPT on the Writing Abilities of Undergraduate English Students. Journal of Arts and Linguistics Studies, 3(1), 67–91. https://doi.org/10.71281/jals.v3i1.210
Mizumoto, A., & Eguchi, M. (2023). Exploring the potential of using an AI language model for automated essay scoring. Research Methods in Applied Linguistics. https://doi.org/10.1016/j.rmal.2023.100050
Nagarhalli, T. P., Vaze, V., & Rana, N. K. (2020, March). A review of current trends in the development of chatbot systems. In Proceedings of the 2020 IEEE 6th International Conference on Advanced Computing and Communication Systems (ICACCS) (pp. 706–710). IEEE. https://doi.org/10.1109/ICACCS48705.2020.9074420
Nguyen, A. M. (2024, June 25). Leveraging ChatGPT for Enhancing English Writing Skills and Critical Thinking in University Freshmen. Journal of Knowledge Learning and Science Technology, 3(2), 51-62. https://jklst.org/index.php/home/article/view/168
Nunnally, J. C. (1978). Psychometric Theory (2nd ed.). McGraw-Hill.
Oshima, A., & Hogue, A. (2007). Introduction to academic writing (3rd ed., p. 3). Pearson Education.
Peterson, R. A. (1994). A meta-analysis of Cronbach's coefficient alpha. Journal of Consumer Research, 21(2), 381–391. https://doi.org/10.1086/209405
Raad Raheem, B., Anjum, F., & Ghafar, Z. N. (2023). Exploring the profound impact of artificial intelligence applications (Quillbot, Grammarly and ChatGPT) on English academic writing: A systematic review. International Journal of Integrative Research, 1(10), 599–622. https://doi.org/10.59890/ijir.v1i10.366
Redman, S. (2017). English Vocabulary in Use: Pre-intermediate and Intermediate (4th ed.). Cambridge University Press.
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education?. Journal of applied learning and teaching, 6(1), 342-363. https://doi.org/10.37074/jalt.2023.6.1.9
Shaikh, S., Yayilgan, S. Y., Klimova, B., & Pikhart, M. (2023). Assessing the usability of ChatGPT for formal English language learning. European journal of investigation in health, Psychology and Education, 13(9), 1937-1960.
Silvina, B. A., & Listyani. (2020). Factors contributing to students' difficulties in academic writing class: Students' perceptions. UC Journal: ELT, Linguistics and literature journal, 1(2), 99–109. https://e-journal.usd.ac.id/index.php/UC/article/view/2966
Smith, C., & Johnson, D. 2021. Exploring the use of AI chatbots in academic writing support services. International Journal of Writing Support, 8(2), 120-138
Smith, S. (2022, July 24). What is academic writing? Eap Foundation. https://Www.Eapfoundation.Com/Writing/What/
Stokel-Walker, C. (2022, December 09). AI bot ChatGPT writes smart essays - Should professors worry? Nature. https://doi.org/10.1038/d41586-022-04397-7
Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752. https://doi.org/10.1016/j.asw.2023.100752
Tardy, C. M. (2005). “It’s Like A Story”: Rhetorical Knowledge Development in Advanced Academic Literacy. Journal of English for academic purposes, 4(4), 325- 338
The Interaction Design Foundation. (2016). What is artificial intelligence (AI)? — Updated 2024. https://www.interaction-design.org/literature/topics/ai
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