CÁC YẾU TỐ ẢNH HƯỞNG ĐẾN VIỆC SINH VIÊN NGÀNH NGÔN NGỮ ANH SỬ DỤNG CHATGPT CHO CÁC BÀI VIẾT HỌC THUẬT
Nội dung chính của bài viết
Tóm tắt
Việc ứng dụng trí tuệ nhân tạo (AI) trong giáo dục, đặc biệt là ChatGPT cho mục đích học thuật, đang thu hút đông đảo sự quan tâm. Nghiên cứu này tập trung tìm hiểu các yếu tố ảnh hưởng đến mức độ sẵn sàng của sinh viên ngành Ngôn ngữ Anh khi sử dụng ChatGPT để hoàn thành bài viết học thuật. Dựa trên mô hình UTAUT (Venkatesh cùng cộng sự, 2003), nghiên cứu sử dụng phương pháp định lượng với dữ liệu được thu thập từ khảo sát trên giấy. Phân tích hồi quy tuyến tính bội cũng được thực hiện để kiểm tra mối quan hệ của bốn yếu tố (kỳ vọng về hiệu quả, kỳ vọng về nỗ lực, ảnh hưởng xã hội và điều kiện hỗ trợ) lên mức độ sẵn sàng sử dụng ChatGPT. Kết quả cho thấy cả bốn yếu tố trên đều có ảnh hưởng tích cực và đáng kể đến việc sinh viên sử dụng ChatGPT, trong đó, “kỳ vọng về hiệu quả” là yếu tố có ảnh hưởng lớn nhất. Điều này cho thấy sinh viên lựa chọn sử dụng ChatGPT chủ yếu vì lợi ích học thuật mà công cụ này mang lại. Từ kết quả thu được, nghiên cứu này đề xuất các trường đại học nên tích hợp đào tạo kỹ năng sử dụng AI và hướng dẫn liêm chính học thuật vào chương trình giảng dạy nhằm hỗ trợ sinh viên tận dụng hiệu quả ChatGPT trong học tập, đồng thời nâng cao nhận thức về liêm chính học thuật trong quá trình sử dụng công cụ này.
Chi tiết bài viết
Từ khóa
ChatGPT, viết học thuật, sinh viên đại học, mô hình UTAUT
Tài liệu tham khảo
Adel, A., Ahsan, A., & Davison, C. (2024). ChatGPT promises and challenges in education: Computational and ethical perspectives. Education Sciences, 14(8), 814.
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
Alkaissi, H., & McFarlane, S. I. (2023). Artificial hallucinations in ChatGPT: Implications in scientific writing. Cureus, 15(2).
Alshammari, S. H., & Alshammari, M. H. (2024). Factors affecting the adoption and use of ChatGPT in higher education. International Journal of Information and Communication Technology Education (IJICTE), 20(1), 1-16.
Aydın, Ö., Karaarslan, E. (2022). OpenAI ChatGPT Generated Literature Review: Digital Twin in Healthcare. In Ö. Aydın (Ed.), Emerging Computer Technologies 2 (pp. 22-31). İzmir Akademi Dernegi.
Bagozzi, R. P. (2007). The legacy of the Technology Acceptance Model and a proposal for a paradigm shift. Journal of the association for information systems, 8(4), 244-254.
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, 100745.
Bok, E., & Cho, Y. (2023). Examining Korean EFL college students’ experiences and perceptions of using ChatGPT as a writing revision tool. Journal of English Teaching through Movies and Media, 24(4), 15-27.
Budhathoki, T., Zirar, A., Njoya, E. T., & Timsina, A. (2024). ChatGPT adoption and anxiety: a cross-country analysis utilising the unified theory of acceptance and use of technology (UTAUT). Studies in higher education, 49(5), 831-846.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Day, T. (2023). A preliminary investigation of fake peer-reviewed citations and references generated by ChatGPT. The professional geographer, 75(6), 1024-1027.
Foroughi, B., Senali, M. G., Iranmanesh, M., Khanfar, A., Ghobakhloo, M., Annamalai, N., & Naghmeh-Abbaspour, B. (2024). Determinants of intention to use ChatGPT for educational purposes: Findings from PLS-SEM and fsQCA. International journal of human–computer interaction, 40(17), 4501-4520.
Field, A. (2009). Logistic regression. Discovering statistics using SPSS, 264(1), 315.
Gulati, A., Saini, H., Singh, S., & Kumar, V. (2024). Enhancing learning potential: Investigating marketing students’behavioral intentions to adopt ChatGPT. Marketing education review, 34(3), 201-234.
Hair Jr., J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate Data Analysis. Englewood Cliffs, NJ Prentice-Hall
Hong, W. C. H. (2023). The impact of ChatGPT on foreign language teaching and learning: Opportunities in education and research. Journal of educational technology and innovation, 5(1).
Islam, R., & Moushi, O. M. (2024). Gpt-4o: The cutting-edge advancement in multimodal LLM. Authorea Preprints.
Irvin, L. L. (2010). What is academic writing. Writing spaces: Readings on writing, 1, 3-17.
Jiao, W., Wang, W., Huang, J. T., Wang, X., Shi, S., & Tu, Z. (2023). Is ChatGPT a good translator? Yes with GPT-4 as the engine. arXiv preprint arXiv:2301.08745.
Klimova, B. F. (2012). Changes in the notion of academic writing. Procedia-social and behavioral sciences, 47, 311-315.
Maheshwari, G. (2024). Factors influencing students' intention to adopt and use ChatGPT in higher education: A study in the Vietnamese context. Education and information technologies, 29(10), 12167-12195.
Medvid, O., & Podolkova, S. (2019). Essay as a form of academic writing. Edukacyjna Analiza Transakcyjna, (8), 215-225.
Menon, D., & Shilpa, K. (2023). “Chatting with ChatGPT”: Analyzing the factors influencing users’ intention to Use the Open AI’s ChatGPT using the UTAUT model. Heliyon, 9(11).
Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and opportunities of generative AI for higher education as explained by ChatGPT. Education Sciences, 13(9), 856.
Mondal, H., & Mondal, S. (2023). ChatGPT in academic writing: Maximizing its benefits and minimizing the risks. Indian Journal of Ophthalmology, 71(12), 3600-3606.
Nunnally, J. C. (1978). Psychometric Theory (2nd ed.). McGraw-Hill.
Oshima, A., & Hogue, A. (2007). Introduction to academic writing (p. 3). Pearson/Longman.
Parveen, K., Phuc, T. Q. B., Alghamdi, A. A., Hajjej, F., Obidallah, W. J., Alduraywish, Y. A., & Shafiq, M. (2024). Unraveling the dynamics of chatGPT adoption and utilization through structural equation modeling. Scientific reports, 14(1), 23469.
Peterson, R. A. (1994). A Meta-analysis of cronbach's coefficient alpha. Journal of consumer research, 21, 381-391.
Pham, H. T. U., & Mai, T. T. (2024). Exploring the Acceptance of ChatGPT Usage Among Vietnamese English Major Students in English Language Learning: A Case Study. In Nurturing open minds, shaping inclusive futures in language education (pp. 171-182).
Rahman, M. M., & Watanobe, Y. (2023). ChatGPT for education and research: Opportunities, threats, and strategies. Applied Sciences, 13(9), 5783.
Raman, R., Lathabhai, H., Diwakar, S., & Nedungadi, P. (2023). Early research trends on ChatGPT: insights from altmetrics and science mapping analysis. International Journal of Emerging Technologies in Learning (IJET), 18(19), 13-31.
Strzelecki, A. (2024). To use or not to use ChatGPT in higher education? A study of students’ acceptance and use of technology. Interactive learning environments, 32(9), 5142-5155.
Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with chatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752.
Sword, H. (2009). Writing higher education differently: A manifesto on style. Studies in higher education, 34(3), 319-336.
Tangpermpoon, T. (2008). Integrated approaches to improve students writing skills for English major students. ABAC Journal, 28(2), 1-9.
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart learning environments, 10(1), 15.
Tran, Q. T., & Nguyen, H. N. Q (2020). Exploring tertiary English-majored students’ academic writing difficulties. TNU Journal of science and technology, 225(11), 123-130.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478.
Wei, X. (2024, September). Evaluating chatGPT-4 and chatGPT-4o: performance insights from NAEP mathematics problem solving. In Frontiers in Education (Vol. 9, p. 1452570). Frontiers Media SA.
Wu, T., He, S., Liu, J., Sun, S., Liu, K., Han, Q. L., & Tang, Y. (2023). A brief overview of ChatGPT: The history, status quo and potential future development. IEEE/CAA Journal of automatica sinica, 10(5), 1122-1136.
Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experience and perceptions. Languages, 8(3), 212.
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
Alkaissi, H., & McFarlane, S. I. (2023). Artificial hallucinations in ChatGPT: Implications in scientific writing. Cureus, 15(2).
Alshammari, S. H., & Alshammari, M. H. (2024). Factors affecting the adoption and use of ChatGPT in higher education. International Journal of Information and Communication Technology Education (IJICTE), 20(1), 1-16.
Aydın, Ö., Karaarslan, E. (2022). OpenAI ChatGPT Generated Literature Review: Digital Twin in Healthcare. In Ö. Aydın (Ed.), Emerging Computer Technologies 2 (pp. 22-31). İzmir Akademi Dernegi.
Bagozzi, R. P. (2007). The legacy of the Technology Acceptance Model and a proposal for a paradigm shift. Journal of the association for information systems, 8(4), 244-254.
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, 100745.
Bok, E., & Cho, Y. (2023). Examining Korean EFL college students’ experiences and perceptions of using ChatGPT as a writing revision tool. Journal of English Teaching through Movies and Media, 24(4), 15-27.
Budhathoki, T., Zirar, A., Njoya, E. T., & Timsina, A. (2024). ChatGPT adoption and anxiety: a cross-country analysis utilising the unified theory of acceptance and use of technology (UTAUT). Studies in higher education, 49(5), 831-846.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Day, T. (2023). A preliminary investigation of fake peer-reviewed citations and references generated by ChatGPT. The professional geographer, 75(6), 1024-1027.
Foroughi, B., Senali, M. G., Iranmanesh, M., Khanfar, A., Ghobakhloo, M., Annamalai, N., & Naghmeh-Abbaspour, B. (2024). Determinants of intention to use ChatGPT for educational purposes: Findings from PLS-SEM and fsQCA. International journal of human–computer interaction, 40(17), 4501-4520.
Field, A. (2009). Logistic regression. Discovering statistics using SPSS, 264(1), 315.
Gulati, A., Saini, H., Singh, S., & Kumar, V. (2024). Enhancing learning potential: Investigating marketing students’behavioral intentions to adopt ChatGPT. Marketing education review, 34(3), 201-234.
Hair Jr., J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate Data Analysis. Englewood Cliffs, NJ Prentice-Hall
Hong, W. C. H. (2023). The impact of ChatGPT on foreign language teaching and learning: Opportunities in education and research. Journal of educational technology and innovation, 5(1).
Islam, R., & Moushi, O. M. (2024). Gpt-4o: The cutting-edge advancement in multimodal LLM. Authorea Preprints.
Irvin, L. L. (2010). What is academic writing. Writing spaces: Readings on writing, 1, 3-17.
Jiao, W., Wang, W., Huang, J. T., Wang, X., Shi, S., & Tu, Z. (2023). Is ChatGPT a good translator? Yes with GPT-4 as the engine. arXiv preprint arXiv:2301.08745.
Klimova, B. F. (2012). Changes in the notion of academic writing. Procedia-social and behavioral sciences, 47, 311-315.
Maheshwari, G. (2024). Factors influencing students' intention to adopt and use ChatGPT in higher education: A study in the Vietnamese context. Education and information technologies, 29(10), 12167-12195.
Medvid, O., & Podolkova, S. (2019). Essay as a form of academic writing. Edukacyjna Analiza Transakcyjna, (8), 215-225.
Menon, D., & Shilpa, K. (2023). “Chatting with ChatGPT”: Analyzing the factors influencing users’ intention to Use the Open AI’s ChatGPT using the UTAUT model. Heliyon, 9(11).
Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and opportunities of generative AI for higher education as explained by ChatGPT. Education Sciences, 13(9), 856.
Mondal, H., & Mondal, S. (2023). ChatGPT in academic writing: Maximizing its benefits and minimizing the risks. Indian Journal of Ophthalmology, 71(12), 3600-3606.
Nunnally, J. C. (1978). Psychometric Theory (2nd ed.). McGraw-Hill.
Oshima, A., & Hogue, A. (2007). Introduction to academic writing (p. 3). Pearson/Longman.
Parveen, K., Phuc, T. Q. B., Alghamdi, A. A., Hajjej, F., Obidallah, W. J., Alduraywish, Y. A., & Shafiq, M. (2024). Unraveling the dynamics of chatGPT adoption and utilization through structural equation modeling. Scientific reports, 14(1), 23469.
Peterson, R. A. (1994). A Meta-analysis of cronbach's coefficient alpha. Journal of consumer research, 21, 381-391.
Pham, H. T. U., & Mai, T. T. (2024). Exploring the Acceptance of ChatGPT Usage Among Vietnamese English Major Students in English Language Learning: A Case Study. In Nurturing open minds, shaping inclusive futures in language education (pp. 171-182).
Rahman, M. M., & Watanobe, Y. (2023). ChatGPT for education and research: Opportunities, threats, and strategies. Applied Sciences, 13(9), 5783.
Raman, R., Lathabhai, H., Diwakar, S., & Nedungadi, P. (2023). Early research trends on ChatGPT: insights from altmetrics and science mapping analysis. International Journal of Emerging Technologies in Learning (IJET), 18(19), 13-31.
Strzelecki, A. (2024). To use or not to use ChatGPT in higher education? A study of students’ acceptance and use of technology. Interactive learning environments, 32(9), 5142-5155.
Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with chatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752.
Sword, H. (2009). Writing higher education differently: A manifesto on style. Studies in higher education, 34(3), 319-336.
Tangpermpoon, T. (2008). Integrated approaches to improve students writing skills for English major students. ABAC Journal, 28(2), 1-9.
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart learning environments, 10(1), 15.
Tran, Q. T., & Nguyen, H. N. Q (2020). Exploring tertiary English-majored students’ academic writing difficulties. TNU Journal of science and technology, 225(11), 123-130.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478.
Wei, X. (2024, September). Evaluating chatGPT-4 and chatGPT-4o: performance insights from NAEP mathematics problem solving. In Frontiers in Education (Vol. 9, p. 1452570). Frontiers Media SA.
Wu, T., He, S., Liu, J., Sun, S., Liu, K., Han, Q. L., & Tang, Y. (2023). A brief overview of ChatGPT: The history, status quo and potential future development. IEEE/CAA Journal of automatica sinica, 10(5), 1122-1136.
Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experience and perceptions. Languages, 8(3), 212.