Speaker
Description
The rapid advancement of artificial intelligence (AI) tools has increased university students’ use of AI-generated content, raising concerns about academic integrity, authorship, and ethical decision-making. This study examines the ethical awareness, attitudes, and behaviors of 253 language students at a university specializing in language education in Vietnam regarding AI-generated writing. Using a mixed-methods approach, the study combines questionnaires and semi-structured interviews to explore students’ perspectives and practices. Grounded in Rest’s model of moral awareness and the Theory of Planned Behavior, the study analyzes how students perceive ethical issues related to plagiarism, academic honesty, transparency, and behavioral intentions. Findings reveal generally ambivalent attitudes toward AI-generated writing. While many students frequently use AI tools, their understanding of ethical concerns, particularly plagiarism, content reliability, and appropriate use, remains limited. The findings highlight the need for clearer institutional guidelines and targeted TESOL-oriented instruction to promote responsible AI use, strengthen academic integrity, and support informed decision-making in language-learning contexts.
Keywords: AI-generated writing, university students, academic integrity, ethical awareness, responsible AI use
