TỔNG QUAN HỆ THỐNG VỀ NĂNG LỰC HIỂU BIẾT AI TRONG HỌC TẬP NGÔN NGỮ THÔNG QUA SÁNG TÁC ĐA PHƯƠNG THỨC KỸ THUẬT SỐ
Nội dung chính của bài viết
Tóm tắt
Bài tổng quan hệ thống tổng hợp 48 nghiên cứu (2014-2025) nhằm đánh giá các khung lý thuyết về sáng tác đa phương thức kỹ thuật số trong giáo dục đại học tích hợp như thế nào với các năng lực hiểu biết về AI, bao gồm: sáng tạo, tư duy phản biện, và nhận thức đạo đức. Tuân theo hướng dẫn PRISMA, phân tích cho thấy các khung lý thuyết tích hợp AI có xu hướng vượt trội về sáng tạo nhờ hỗ trợ chỉnh sửa lặp lại và đồng sáng tạo, trong khi các khung truyền thống nhấn mạnh tính nhất quán cấu trúc hơn là sáng tạo. Tuy nhiên, mức độ sáng tạo cuối cùng không chỉ phụ thuộc vào công cụ AI mà còn vào cách thiết kế nhiệm vụ và sự hỗ trợ sư phạm. Năng lực đạo đức vẫn chưa được phát triển đầy đủ, với ít nghiên cứu đề cập đến các chiến lược giảm thiểu thiên kiến AI hay tính minh bạch trong quyền tác giả. Để khắc phục, nghiên cứu đề xuất chu trình IGER (Diễn giải - Sáng tạo - Đánh giá - Chỉnh sửa) lấy người học làm trung tâm, giúp giáo viên khai thác AI mà vẫn đảm bảo quyền tự chủ của người học và tính nhạy cảm văn hóa. Các ví dụ thực tiễn cho thấy cách tiếp cận này thúc đẩy sự chủ động của người học và hỗ trợ kết quả học tập công bằng hơn.
Từ khóa
hiểu biết về AI, sáng tác đa phương thức kỹ thuật số, học tập có hỗ trợ AI
Chi tiết bài viết
Tài liệu tham khảo
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Birhane, A., Prabhu, V. U., Kahembwe, E. (2023). Multimodal datasets: misogyny, pornography, and malignant stereotypes. arXiv preprint. https://doi.org/10.48550/arXiv.2304.06083
Bourelle, T., Bourelle, A., Spong, S., & Hendrickson, B. (2017). Assessing Multimodal Literacy in the Online Technical Communication Classroom. Journal of Business and Technical Communication, 31(2), 222–255. https://doi.org/10.1177/1050651916682288
Buckingham, D. (2007). Digital Media Literacies: Rethinking Media Education in the Age of the Internet. Research in Comparative and International Education, 2(1), 43–55. https://doi.org/10.2304/rcie.2007.2.1.43
Cazden, C., Cope, B., Fairclough, N., & Gee, J. (1996). A pedagogy of multiliteracies: designing social futures. Harvard Educational Review, 66(1), 60–92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
Cheung, A. (2022). Verbal and on-screen peer interactions of EFL learners during multimodal collaborative writing: A multiple case-study. Journal of Second Language Writing, 58, 100931. https://doi.org/10.1016/j.jslw.2022.100931
Cheung, A. (2023). Developing and evaluating a set of process and product-oriented classroom assessment rubrics for assessing digital multimodal collaborative writing in L2 classes. Assessing Writing, 56, 100723. https://doi.org/10.1016/j.asw.2023.100723
Cheung, A. (2024). Influence of semiotic resources on peer interactions during collaborative digital multimodal composing. Computer Assisted Language Learning, 1-31. https://doi.org/10.1080/09588221.2024.2393317
Cimasko, T., & Shin, D. (2017). Multimodal Resemiotization and Authorial Agency in an L2 Writing Classroom. Written Communication, 34(4), 387–413. https://doi.org/10.1177/0741088317727246
Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New Literacies, New Learning. Pedagogies: An International Journal, 4(3), 164–195. https://doi.org/10.1080/15544800903076044
Dzekoe, R. (2017). Computer-based multimodal composing activities, self-revision, and L2 acquisition through writing. Language Learning & Technology, 21(2), 73–95. https://doi.org/10125/44612
Fleisig, E., Smith, G., Bossi, M., Rustagi, I., Yin, X., & Klein, D. (2024). Linguistic Bias in ChatGPT: Language Models Reinforce Dialect Discrimination. arXiv (Cornell University). https://doi.org/10.48550/arxiv.2406.08818
Gouseti, A., James, F., Fallin, L., & Burden, K. (2024). The ethics of using AI in K-12 education: a systematic literature review. Technology, Pedagogy and Education, 34(2), 161-182.
https://doi.org/10.1080/1475939X.2024.2428601
Grilli, L., & Pedota, M. (2024). Creativity and artificial intelligence: A multilevel perspective. Creativity and Innovation Management, 33(2), 234–247. https://doi.org/10.1111/caim.12580
Hafner, C., & Miller, L. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Language Learning & Technology, 15(3), 68–86. https://doi.org/10125/44263
Ho, W. Y. J. (2024). Digital multimodal composing pedagogy in a university writing course. ELT Journal, 78(3), 326–335. https://doi.org/10.1093/elt/ccae011
Huang, Q., & Xia, S. (2024). Preparing learners for digitally mediated academic communication: Digital multimodal practice in students’ knowledge dissemination videos. Journal of English for Academic Purposes, 71, 101429. https://doi.org/10.1016/j.jeap.2024.101429
Hymes, D. H. (1972). On Communicative Competence. In J. B. Pride, & J. Holmes (Eds.), Sociolinguistics Selected Readings (pp. 269-293). Harmondsworth Penguin.
Jiang, J. (2024). When generative artificial intelligence meets multimodal composition: Rethinking the composition process through an AI-assisted design project. Computers and Composition, 74, 102883. https://doi.org/10.1016/j.compcom.2024.102883
Jiang, L., & Gao, J. (2020). Fostering EFL Learners’ Digital Empathy through Multimodal Composing. RELC Journal, 51(1), 70–85. https://doi.org/10.1177/0033688219898565
Kayalı, B., Yavuz, M., Balat, Ş., & Çalışan, M. (2023). Investigation of student experiences with ChatGPT-supported online learning applications in higher education. Australasian Journal of Educational Technology, 39(5), 20–39. https://doi.org/10.14742/ajet.8915
Kong, S.-C., Cheung, M.-Y. W., & Tsang, O. (2024). Developing an artificial intelligence literacy framework: Evaluation of a literacy course for senior secondary students using a project-based learning approach. Computers and Education. Artificial Intelligence, 6, 100214. https://doi.org/10.1016/j.caeai.2024.100214
Kostopolus, E. (2025). Student use of generative AI as a composing process supplement: Concerns for intellectual property and academic honesty. Computers and Composition, 75, 102894. https://doi.org/10.1016/j.compcom.2024.102894
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication (1st ed., pp. xvi–xvi). Routledge. https://doi.org/10.4324/9780203970034
Lam, K. Y., & Putri, E. W. (2024). A study on the affordances of digital fairy-tale rewriting: A critical literacy approach to digital multimodal composing. System (Linköping), 127, 103536. https://doi.org/10.1016/j.system.2024.103536
Landis, J. R., & Koch, G. G. (1977). An Application of Hierarchical Kappa-type Statistics in the Assessment of Majority Agreement among Multiple Observers. Biometrics, 33(2), 363–374. https://doi.org/10.2307/2529786
Lin, C.-H., Zhou, K., Li, L., & Sun, L. (2025). Integrating generative AI into digital multimodal composition: A study of multicultural second-language classrooms. Computers and Composition, 75, 102895. https://doi.org/10.1016/j.compcom.2024.102895
Liu, M., Zhang, L. J., & Biebricher, C. (2024). Investigating students’ cognitive processes in generative AI-assisted digital multimodal composing and traditional writing. Computers and Education, 211, 104977. https://doi.org/10.1016/j.compedu.2023.104977
Liu, M., Zhang, L. J., & Zhang, D. (2025). Enhancing student GAI literacy in digital multimodal composing through development and validation of a scale. Computers in Human Behavior, 166, 108569. https://doi.org/10.1016/j.chb.2025.108569
Long, M. H. (2015). Second language acquisition and task-based language teaching. John Wiley & Sons, Ltd.
Mesa Morales, M., & Zapata, G. C. (2024). Digital Multimodal Composing in Beginning L2 Spanish Classes: Student-Created Children’s Books. The International Journal of Literacies, 31(2), 57–76. https://doi.org/10.18848/2327-0136/CGP/v31i02/57-76
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education. Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041
Noble, A., & Gachago, D. (2022). Developing Critical Digital Literacies Through Digital Storytelling: Student Attempts at Re-Telling the District Six Story. International Journal of Mobile and Blended Learning, 14(3), 1–19. https://doi.org/10.4018/IJMBL.312184
Noble, S. U. (2018). Algorithms of Oppression: How Search Engines Reinforce Racism (1st ed.). NYU Press. https://doi.org/10.18574/9781479833641
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Systematic Reviews, 10(1), 89–89. https://doi.org/10.1186/s13643-021-01626-4
Prior, P. A. (1998). Writing/disciplinarity: a sociohistoric account of literate activity in the academy. L. Erlbaum Associates.
Vu, K. Q., Bui, T. T., Chehri, A., Dao, M. L., & Do, A. T. (2023). AI and Digital Transformation in Higher Education: Vision and Approach of a Specific University in Vietnam. Sustainability, 15(14), 11093. https://doi.org/10.3390/su151411093
Selwyn, N. (2022). The future of AI and education: Some cautionary notes. European Journal of Education, 57(4), 620–631. https://doi.org/10.1111/ejed.12532
Smith, B. E., Shimizu, A. Y., Burriss, S. K., Hundley, M., & Pendergrass, E. (2025). Multimodal composing with generative AI: Examining preservice teachers’ processes and perspectives. Computers and Composition, 75, 102896. https://doi.org/10.1016/j.compcom.2024.102896
Southworth, J., Migliaccio, K., Glover, J., Glover, J., Reed, D., McCarty, C., Brendemuhl, J., & Thomas, A. (2023). Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers and Education. Artificial Intelligence, 4, 100127. https://doi.org/10.1016/j.caeai.2023.100127
Stolpe, K., & Hallström, J. (2024). Artificial intelligence literacy for technology education. Computers and Education Open, 6, 100159. https://doi.org/10.1016/j.caeo.2024.100159
UNESCO. (2021). Recommendation on the ethics of artificial intelligence. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000381137
Vinogradova, P., & Linville, H. A. (2024). Digital storytelling for peacebuilding in a multilingual community. TESOL Journal, 15(4), n/a-n/a. https://doi.org/10.1002/tesj.811
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