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Description
This study investigates the pedagogical strategies adopted by IELTS writing teachers at a private language centre in Hanoi, Vietnam, regarding students' use of generative AI. It addresses two research questions: (1) What pedagogical strategies do IELTS writing teachers employ regarding students' use of generative AI in IELTS writing classrooms? (2) How do teachers explain and justify these strategies in their classroom practice? Adopting an interpretivist qualitative design, the study collects data through a two-round email interview with eight IELTS writing teachers. The first round invites reflective responses to open-ended questions about teaching IELTS writing in the age of GenAI; the second round uses individualized follow-up questions to clarify and deepen emerging interpretations. Data are analysed using reflexive thematic analysis (Braun & Clarke, 2006). Rather than evaluating GenAI tools themselves, the study focuses on how teachers adapt their pedagogy to AI-supported writing. Findings are expected to show how teachers balance responsible AI use with students' writing development, and the reasoning behind these choices, with implications for teacher professional development, AI literacy, and responsible AI integration in IELTS writing and similar high-stakes language learning contexts
