NGHIÊN CỨU TÌNH HUỐNG VỀ VIỆC SỬ DỤNG CHATGPT ĐỂ ĐIỀU CHỈNH ĐỘ KHÓ CỦA TÀI LIỆU ĐỌC CHUYÊN NGÀNH BẰNG TIẾNG ANH
Nội dung chính của bài viết
Tóm tắt
Khi việc giảng dạy chuyên ngành bằng tiếng Anh (EMI) ngày càng phát triển mạnh trong các trường đại học ở những quốc gia sử dụng tiếng Anh như một ngoại ngữ, nhiều giảng viên gặp khó khăn trong việc giúp sinh viên hiểu được những khái niệm học thuật phức tạp, đặc biệt với những sinh viên không chuyên tiếng Anh. Nghiên cứu tình huống này xem xét phương pháp năm giảng viên đại học tại một trường công lập ở Hà Nội sử dụng ChatGPT để điều chỉnh độ khó của tài liệu trong học phần Lý thuyết Quan hệ quốc tế được giảng dạy hoàn toàn bằng tiếng Anh. Nghiên cứu được thực hiện như một phần của quá trình chiêm nghiệm của giảng viên, nhằm giúp các bài đọc học thuật phức tạp trở nên dễ tiếp cận hơn với sinh viên đại học. Trong thời gian một học kỳ, các giáo viên đã sử dụng ChatGPT để giản lược các tài liệu gốc và tạo ra các phiên bản phù hợp với trình độ tiếng Anh khác nhau của sinh viên. Dữ liệu được thu thập từ quan sát lớp học, ghi chép của giảng viên và so sánh giữa văn bản gốc với văn bản đã được điều chỉnh. Kết quả cho thấy ChatGPT giúp tiết kiệm thời gian và cung cấp các lựa chọn linh hoạt trong việc điều chỉnh tài liệu. Tuy nhiên, công cụ này đôi khi làm thay đổi ý nghĩa của từ vựng chuyên ngành và đòi hỏi phải kiểm tra cẩn thận để đảm bảo tính chính xác. Nghiên cứu này đóng góp thêm ý kiến cho các cuộc thảo luận hiện nay về việc ứng dụng trí tuệ nhân tạo tạo sinh trong lớp học chuyên ngành bằng tiếng Anh, đồng thời mang đến những gợi ý thực tiễn về cách tích hợp ChatGPT vào giảng dạy nội dung một cách có trách nhiệm và hiệu quả.
Từ khóa
ChatGPT, giảng dạy chuyên ngành bằng tiếng Anh (EMI), sinh viên không chuyên tiếng Anh, điều chỉnh tài liệu đọc, đánh giá giảng dạy
Chi tiết bài viết
Tài liệu tham khảo
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https://www.researchgate.net/publication/328565498_Problematizing_English_Medium_Instruction_in_Oman
Amirjalili, F., Neysani, M., & Nikbakht, A. (2024). Exploring the boundaries of authorship: A comparative analysis of AI-generated text and human academic writing in English literature. Frontiers in Education, 9, Article 1347421. https://doi.org/10.3389/feduc.2024.1347421
Bradford, A. (2016). Toward a typology of implementation challenges facing English-medium instruction in higher education: Evidence from Japan. Journal of Studies in International Education, 20(4), 339–356. https://doi.org/10.1177/1028315316647165
Chang, Y. Y. (2010). English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students. Taiwan International ESP Journal, 2(1), 55–84.
https://nurulfarhani7971.weebly.com/uploads/2/7/5/4/27546657/emi_3.pdf
Chen, Y. (2024). Exploring the impact of ChatGPT on Chinese students’ foreign language anxiety in Macau’s EMI higher education. Journal of Education, Humanities and Social Sciences, 39, 346–355. https://doi.org/10.54097/psy0yy79
Coxhead, A., & Boutorwick, T. J. (2018). Longitudinal vocabulary development in an EMI international school context: Learners and texts in EAL, maths, and science. TESOL Quarterly, 52(3), 588–610. https://doi.org/10.1002/tesq.450
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications. https://collegepublishing.sagepub.com/products/qualitative-inquiry-and-research-design-4-246896
Crossley, S. A., Allen, D., & McNamara, D. S. (2012). Text simplification and comprehensible input: A case for an intuitive approach. Language Teaching Research, 16(1), 89–108. https://doi.org/10.1177/1362168811423456
Crossley, S. A., Yang, H. S., & McNamara, D. S. (2014). What’s so simple about simplified texts? A computational and psycholinguistic investigation of text comprehension and text processing. Reading in a Foreign Language, 26(1), 92–113. https://doi.org/10.64152/10125/66686
Dang, H. T., & Moskovsky, C. (2019). English-medium instruction in Vietnamese higher education: A ROAD-MAPPING perspective. Issues in Educational Research, 29(4), 1330–1347. https://www.iier.org.au/iier29/tri.pdf
Dearden, J. (2014). English as a medium of instruction: A growing global phenomenon. British Council. https://ora.ox.ac.uk/objects/uuid:4f72cdf8-b2eb-4d41-a785-4a283bf6caaa/files/m76ff3ec69df0d4e194de40880f32f2f2
Duff, P. A. (2014). Case study research on language learning and use. Annual Review of Applied Linguistics, 34, 233–255. https://doi.org/10.1017/S0267190514000051
Eser, O., & Dikilitas, K. (2017). Learners’ perceptions of translation in English as the medium of instruction (EMI) at university level. Journal of Education and Practice, 8(8), 124–129. https://iiste.org/Journals/index.php/JEP/article/view/36041/37035
Galloway, N., & Rose, H. (2021). English medium instruction and the English language practitioner. ELT Journal, 75(1), 33-41. https://doi.org/10.1093/elt/ccaa063
Galloway, N., & Ruegg, R. (2020). The provision of student support on English medium instruction programmes in Japan and China. Journal of English for Academic Purposes, 45, 100846. https://doi.org/10.1016/j.jeap.2020.100846
Ghimire, A., Prather, J., & Edwards, J. (2024). Generative AI in education: A study of educators’ awareness, sentiments, and influencing factors. arXiv. https://arxiv.org/abs/2403.15586
Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann. https://www.heinemann.com/products/scaffolding-language-scaffolding-learning-second-edition-e05664.aspx
Keuk, C. N., & Tith, M. (2013). The enactment of English medium instruction (EMI) undergraduate program in Cambodia: Students’ voices. International Journal of Innovation in English Language Teaching and Research, 2(2), 159-175. https://scholar.google.com/citations?view_op=view_citation&hl=en&user=M4lDqbEAAAAJ&citation_for_view=M4lDqbEAAAAJ:qjMakFHDy7sC
Lam, Q. D, Phan, T. N. L., & Nguyen, T. T. (2022). EMI for engineering-technology students in Vietnam: Challenges and suggestions. VNU Journal of Foreign Studies, 38(5), 53-74. https://doi.org/10.25073/2525-2445/vnufs.4869
Long, M., & Ross, S. (1993). Modifications that preserve language and content. In M. L. Tickoo (Ed.), Simplification: Theory and application (pp. 29–52). SEAMEO Regional Language Center. https://files.eric.ed.gov/fulltext/ED371572.pdf
Macaro, E. (2018). English medium instruction: Content and language in policy and practice. Oxford University Press. https://search.worldcat.org/title/1030258534
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. https://doi.org/10.1017/S0261444817000350
McGlinchey, S. (Ed.). (2017). International relations. E-International Relations Publishing. https://open.umn.edu/opentextbooks/textbooks/international-relations
Nguyen, H. T., Walkinshaw, I., & Pham, H. H. (2017). EMI programs in a Vietnamese university: Language, pedagogy and policy issues. In B. Fenton-Smith, P. Humphreys, & I. Walkinshaw (Eds.), English-medium instruction in higher education in Asia-Pacific: From policy to pedagogy (pp. 37–52). Springer. https://link.springer.com/chapter/10.1007/978-3-319-51976-0_3
Nguyen, H. V., & Ngo, P. L. H. (2022). English as a medium of instruction in Vietnam higher education: Insights from the perspective of a language policy implementation framework. Journal of English Language and Linguistics, 3(1), 118–140. https://doi.org/10.62819/jel.2022.111
Nguyen, V. L., & Ngo, Q. M. H. (2018). English as a medium of instruction: A case study at a gifted high school in Vietnam. Journal of Asia TEFL, 15(4), 1083–1102. https://www.doi.org/10.18823/asiatefl.2018.15.4.13.1083
Piller, I., & Cho, J. (2013). Neoliberalism as language policy. Language in Society, 42(1), 23–44. https://doi.org/10.1017/S0047404512000887
Ravšelj, D., Keržič, D., Tomaževič, N., Umek, L., Brezovar, N., Iahad, N. A., Abdulla, A. A., Akopyan, A., Segura, M. W. A., AlHumaid, J., Allam, M. F., Alló, M., Andoh, R. P. K., Andronic, O., Arthur, Y. D., Aydın, F., Badran, A., Balbontín-Alvarado, R., Ben Saad, H., … Aristovnik, A. (2025). Higher education students’ perceptions of ChatGPT: A global study of early reactions. PLOS ONE, 20(2), e0315011. https://doi.org/10.1371/journal.pone.0315011
Rets, I., & Rogaten, J. (2021). To simplify or not? Facilitating English L2 users' comprehension and processing of open educational resources in English using text simplification. Journal of Computer Assisted Learning, 37(3), 705–717. https://doi.org/10.1111/jcal.12517
Rets, I., Stickler, U., Coughlan, T., & Astruc, L. (2022). Simplification of open educational resources in English: Its effect on text processing of English learners. In B. Rienties, D. Whitelock, E. Scanlon, & R. Hampel (Eds.), Open world learning: Research, Innovation and the Challenges of High-Quality Education (pp. 89–102). Routledge. https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003177098-8/simplification-open-educational-resources-english-irina-rets-ursula-stickler-tim-coughlan-lluisa-astruc
Reynolds, B. L., Xie, X. S., & Pham, Q. H. P. (2023). The potentials for incidental vocabulary acquisition from listening to computer science academic lectures: A higher education corpus-based case study from Macau. Frontiers in Psychology, 14, 1219159. https://doi.org/10.3389/fpsyg.2023.1219159
Richards, J. C., & Pun, J. (2023). A typology of English-medium instruction. RELC Journal, 54(1), 216–240. https://doi.org/10.1177/0033688220968584
Rose, H., & McKinley, J. (2018). Japan’s English-medium instruction initiatives and the globalisation of higher education. Higher Education, 75(1), 111–129. https://doi.org/10.1007/s10734-017-0125-1
Thomae, A. V., Witt, C. M., & Barth, J. (2024). Integration of ChatGPT into a course for medical students: Explorative study on teaching scenarios, students’ perception, and applications. JMIR Medical Education, 10, e50545. https://doi.org/10.2196/50545
Tweissi, A. I. (1998). The effects of the amount and the type of simplification on foreign language reading comprehension. Reading in a Foreign Language, 11(2), 191–206. https://doi.org/10.64152/10125/66956
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://www.jstor.org/stable/j.ctvjf9vz4
Walkinshaw, I., Fenton-Smith, B., & Humphreys, P. (2017). EMI issues and challenges in Asia-Pacific higher education: An introduction. In B. Fenton-Smith, P. Humphreys, & I. Walkinshaw (Eds.), English-medium instruction in higher education in Asia-Pacific: From policy to pedagogy (pp. 1–18). Springer. https://link.springer.com/chapter/10.1007/978-3-319-51976-0_1
Wang, R. (2024). Exploring teachers’ perceptions of generative AI (ChatGPT) use on undergraduate teaching in EMI context: A literature review. Lecture Notes in Education Psychology and Public Media, 74, 144–150. https://doi.org/10.54254/2753-7048/2024.BO17885
Wilang, J. D., Ngamchatturat, T., & Seepho, S. (2024). Bridging content and language in English-medium engineering programs. International Journal of Learning, Teaching and Educational Research, 23(4), 99–117. https://doi.org/10.26803/ijlter.23.4.6
Yano, Y., Long, M., & Ross, S. (1994). The effects of simplified and elaborated texts on foreign language reading comprehension. Language Learning, 44(2), 189–219. https://doi.org/10.1111/j.1467-1770.1994.tb01100.x
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications. https://uk.sagepub.com/en-gb/asi/case-study-research-and-applications/book250150
Al-Bakri, S. (2013). Problematizing English medium instruction in Oman. International Journal of Bilingual & Multilingual Teachers of English, 1(2), 55–69.
https://www.researchgate.net/publication/328565498_Problematizing_English_Medium_Instruction_in_Oman
Amirjalili, F., Neysani, M., & Nikbakht, A. (2024). Exploring the boundaries of authorship: A comparative analysis of AI-generated text and human academic writing in English literature. Frontiers in Education, 9, Article 1347421. https://doi.org/10.3389/feduc.2024.1347421
Bradford, A. (2016). Toward a typology of implementation challenges facing English-medium instruction in higher education: Evidence from Japan. Journal of Studies in International Education, 20(4), 339–356. https://doi.org/10.1177/1028315316647165
Chang, Y. Y. (2010). English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students. Taiwan International ESP Journal, 2(1), 55–84.
https://nurulfarhani7971.weebly.com/uploads/2/7/5/4/27546657/emi_3.pdf
Chen, Y. (2024). Exploring the impact of ChatGPT on Chinese students’ foreign language anxiety in Macau’s EMI higher education. Journal of Education, Humanities and Social Sciences, 39, 346–355. https://doi.org/10.54097/psy0yy79
Coxhead, A., & Boutorwick, T. J. (2018). Longitudinal vocabulary development in an EMI international school context: Learners and texts in EAL, maths, and science. TESOL Quarterly, 52(3), 588–610. https://doi.org/10.1002/tesq.450
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications. https://collegepublishing.sagepub.com/products/qualitative-inquiry-and-research-design-4-246896
Crossley, S. A., Allen, D., & McNamara, D. S. (2012). Text simplification and comprehensible input: A case for an intuitive approach. Language Teaching Research, 16(1), 89–108. https://doi.org/10.1177/1362168811423456
Crossley, S. A., Yang, H. S., & McNamara, D. S. (2014). What’s so simple about simplified texts? A computational and psycholinguistic investigation of text comprehension and text processing. Reading in a Foreign Language, 26(1), 92–113. https://doi.org/10.64152/10125/66686
Dang, H. T., & Moskovsky, C. (2019). English-medium instruction in Vietnamese higher education: A ROAD-MAPPING perspective. Issues in Educational Research, 29(4), 1330–1347. https://www.iier.org.au/iier29/tri.pdf
Dearden, J. (2014). English as a medium of instruction: A growing global phenomenon. British Council. https://ora.ox.ac.uk/objects/uuid:4f72cdf8-b2eb-4d41-a785-4a283bf6caaa/files/m76ff3ec69df0d4e194de40880f32f2f2
Duff, P. A. (2014). Case study research on language learning and use. Annual Review of Applied Linguistics, 34, 233–255. https://doi.org/10.1017/S0267190514000051
Eser, O., & Dikilitas, K. (2017). Learners’ perceptions of translation in English as the medium of instruction (EMI) at university level. Journal of Education and Practice, 8(8), 124–129. https://iiste.org/Journals/index.php/JEP/article/view/36041/37035
Galloway, N., & Rose, H. (2021). English medium instruction and the English language practitioner. ELT Journal, 75(1), 33-41. https://doi.org/10.1093/elt/ccaa063
Galloway, N., & Ruegg, R. (2020). The provision of student support on English medium instruction programmes in Japan and China. Journal of English for Academic Purposes, 45, 100846. https://doi.org/10.1016/j.jeap.2020.100846
Ghimire, A., Prather, J., & Edwards, J. (2024). Generative AI in education: A study of educators’ awareness, sentiments, and influencing factors. arXiv. https://arxiv.org/abs/2403.15586
Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann. https://www.heinemann.com/products/scaffolding-language-scaffolding-learning-second-edition-e05664.aspx
Keuk, C. N., & Tith, M. (2013). The enactment of English medium instruction (EMI) undergraduate program in Cambodia: Students’ voices. International Journal of Innovation in English Language Teaching and Research, 2(2), 159-175. https://scholar.google.com/citations?view_op=view_citation&hl=en&user=M4lDqbEAAAAJ&citation_for_view=M4lDqbEAAAAJ:qjMakFHDy7sC
Lam, Q. D, Phan, T. N. L., & Nguyen, T. T. (2022). EMI for engineering-technology students in Vietnam: Challenges and suggestions. VNU Journal of Foreign Studies, 38(5), 53-74. https://doi.org/10.25073/2525-2445/vnufs.4869
Long, M., & Ross, S. (1993). Modifications that preserve language and content. In M. L. Tickoo (Ed.), Simplification: Theory and application (pp. 29–52). SEAMEO Regional Language Center. https://files.eric.ed.gov/fulltext/ED371572.pdf
Macaro, E. (2018). English medium instruction: Content and language in policy and practice. Oxford University Press. https://search.worldcat.org/title/1030258534
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. https://doi.org/10.1017/S0261444817000350
McGlinchey, S. (Ed.). (2017). International relations. E-International Relations Publishing. https://open.umn.edu/opentextbooks/textbooks/international-relations
Nguyen, H. T., Walkinshaw, I., & Pham, H. H. (2017). EMI programs in a Vietnamese university: Language, pedagogy and policy issues. In B. Fenton-Smith, P. Humphreys, & I. Walkinshaw (Eds.), English-medium instruction in higher education in Asia-Pacific: From policy to pedagogy (pp. 37–52). Springer. https://link.springer.com/chapter/10.1007/978-3-319-51976-0_3
Nguyen, H. V., & Ngo, P. L. H. (2022). English as a medium of instruction in Vietnam higher education: Insights from the perspective of a language policy implementation framework. Journal of English Language and Linguistics, 3(1), 118–140. https://doi.org/10.62819/jel.2022.111
Nguyen, V. L., & Ngo, Q. M. H. (2018). English as a medium of instruction: A case study at a gifted high school in Vietnam. Journal of Asia TEFL, 15(4), 1083–1102. https://www.doi.org/10.18823/asiatefl.2018.15.4.13.1083
Piller, I., & Cho, J. (2013). Neoliberalism as language policy. Language in Society, 42(1), 23–44. https://doi.org/10.1017/S0047404512000887
Ravšelj, D., Keržič, D., Tomaževič, N., Umek, L., Brezovar, N., Iahad, N. A., Abdulla, A. A., Akopyan, A., Segura, M. W. A., AlHumaid, J., Allam, M. F., Alló, M., Andoh, R. P. K., Andronic, O., Arthur, Y. D., Aydın, F., Badran, A., Balbontín-Alvarado, R., Ben Saad, H., … Aristovnik, A. (2025). Higher education students’ perceptions of ChatGPT: A global study of early reactions. PLOS ONE, 20(2), e0315011. https://doi.org/10.1371/journal.pone.0315011
Rets, I., & Rogaten, J. (2021). To simplify or not? Facilitating English L2 users' comprehension and processing of open educational resources in English using text simplification. Journal of Computer Assisted Learning, 37(3), 705–717. https://doi.org/10.1111/jcal.12517
Rets, I., Stickler, U., Coughlan, T., & Astruc, L. (2022). Simplification of open educational resources in English: Its effect on text processing of English learners. In B. Rienties, D. Whitelock, E. Scanlon, & R. Hampel (Eds.), Open world learning: Research, Innovation and the Challenges of High-Quality Education (pp. 89–102). Routledge. https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003177098-8/simplification-open-educational-resources-english-irina-rets-ursula-stickler-tim-coughlan-lluisa-astruc
Reynolds, B. L., Xie, X. S., & Pham, Q. H. P. (2023). The potentials for incidental vocabulary acquisition from listening to computer science academic lectures: A higher education corpus-based case study from Macau. Frontiers in Psychology, 14, 1219159. https://doi.org/10.3389/fpsyg.2023.1219159
Richards, J. C., & Pun, J. (2023). A typology of English-medium instruction. RELC Journal, 54(1), 216–240. https://doi.org/10.1177/0033688220968584
Rose, H., & McKinley, J. (2018). Japan’s English-medium instruction initiatives and the globalisation of higher education. Higher Education, 75(1), 111–129. https://doi.org/10.1007/s10734-017-0125-1
Thomae, A. V., Witt, C. M., & Barth, J. (2024). Integration of ChatGPT into a course for medical students: Explorative study on teaching scenarios, students’ perception, and applications. JMIR Medical Education, 10, e50545. https://doi.org/10.2196/50545
Tweissi, A. I. (1998). The effects of the amount and the type of simplification on foreign language reading comprehension. Reading in a Foreign Language, 11(2), 191–206. https://doi.org/10.64152/10125/66956
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://www.jstor.org/stable/j.ctvjf9vz4
Walkinshaw, I., Fenton-Smith, B., & Humphreys, P. (2017). EMI issues and challenges in Asia-Pacific higher education: An introduction. In B. Fenton-Smith, P. Humphreys, & I. Walkinshaw (Eds.), English-medium instruction in higher education in Asia-Pacific: From policy to pedagogy (pp. 1–18). Springer. https://link.springer.com/chapter/10.1007/978-3-319-51976-0_1
Wang, R. (2024). Exploring teachers’ perceptions of generative AI (ChatGPT) use on undergraduate teaching in EMI context: A literature review. Lecture Notes in Education Psychology and Public Media, 74, 144–150. https://doi.org/10.54254/2753-7048/2024.BO17885
Wilang, J. D., Ngamchatturat, T., & Seepho, S. (2024). Bridging content and language in English-medium engineering programs. International Journal of Learning, Teaching and Educational Research, 23(4), 99–117. https://doi.org/10.26803/ijlter.23.4.6
Yano, Y., Long, M., & Ross, S. (1994). The effects of simplified and elaborated texts on foreign language reading comprehension. Language Learning, 44(2), 189–219. https://doi.org/10.1111/j.1467-1770.1994.tb01100.x
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications. https://uk.sagepub.com/en-gb/asi/case-study-research-and-applications/book250150