Speaker
Description
Generative Artificial Intelligence (GenAI) has increasingly been integrated into academic writing instruction; however, empirical evidence of its effects on English-majored students’ writing performance and learner agency remains limited in the Vietnamese higher education context. This study investigates the extent to which GenAI-assisted writing instruction affects English-majored students’ academic writing performance and explores students’ perceptions of the role of GenAI in supporting their writing development and learner agency. A quasi-experimental mixed-methods design was employed at a Vietnamese public university. Students took part in a GenAI-assisted writing intervention, their academic writing performance was examined through pre-test and post-test measures. Quantitative data were analyzed to determine changes in writing performance, while qualitative data from student reflections and/or interviews were examined thematically to explore students’ experiences and perceptions. The findings are expected to provide empirical evidence of the pedagogical value of GenAI-assisted writing instruction while also highlighting the conditions under which GenAI may support students’ development as more active and self-directed writers. The study contributes to the emerging literature on GenAI in English language education by connecting writing performance with learner agency and by providing evidence from a Vietnamese public university context. The findings may inform the design of responsible and pedagogically grounded approaches to integrating GenAI into academic writing instruction in higher education.
Key words: generative artificial intelligence; GenAI-assisted writing; writing performance; English-majored students; mixed-methods research; quasi-experimental design
