Digital Object Identifier
10.18870/hlrc.v16i1.1641
ORCID
0009-0005-8131-0434
Abstract
Objectives: This study investigated Vietnamese English as a foreign language (EFL) teachers’ perspectives on the influence of artificial intelligence (AI) writing tools on students’ writing content and organization, examining tool selection patterns and effectiveness relationships through a mixed-methods approach.
Methods: An exploratory sequential mixed-methods design was employed, combining semi-structured interviews and classroom observations with six EFL teachers, followed by a survey of 52 teachers from various Vietnamese universities. Data analysis integrated thematic analysis of qualitative data with correlation and regression analyses of survey responses to examine relationships between usage patterns, institutional factors, and effectiveness ratings.
Results: Teachers strategically combined multiple AI platforms (ChatGPT, Grammarly, and QuillBot) to support different aspects of writing development. Statistical analysis revealed strong correlations between AI tool usage frequency and effectiveness ratings for both content and organization. Regression analysis indicated that usage patterns and institutional factors significantly predicted organizational effectiveness. While AI tools enhanced students’ idea generation and organizational coherence, they showed limitations in supporting sophisticated argument development. Significant disparities in implementation effectiveness existed between private and public institutions, with guided instruction approaches demonstrating superior outcomes compared to independent AI tool usage.
Conclusions: AI writing tools function effectively as scaffolding mechanisms in EFL writing instruction when implemented within structured pedagogical frameworks, with effectiveness determined by implementation strategies and institutional support rather than technological capabilities alone. Statistical validation confirms that guided integration approaches yield significantly better outcomes than independent usage.
Implications: These findings inform the development of balanced integration approaches that combine technological support with traditional pedagogy while highlighting the need for institutional support to address implementation disparities in different educational contexts.
Recommended Citation
Hoang, N. H.
(2026).
Perspectives of EFL Teachers Toward the Influence of AI Writing Tools on Students' Writing Content and Organization.
Higher Learning Research Communications, 16 (1).
DOI:10.18870/hlrc.v16i1.1641
