Vietnamese EFL teachers' perspectives on using ChatGPT to support IELTS writing instruction.
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| Title: | Vietnamese EFL teachers' perspectives on using ChatGPT to support IELTS writing instruction. |
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| Authors: | Le, Thi Nguyet1 nguyetthile.1980@gmail.com, Nguyen, Hoang Hung2 hungnguyen090798@gmail.com |
| Source: | Issues in Educational Research. 2026, Vol. 36 Issue 1, p137-160. 24p. |
| Subject Terms: | *International English Language Testing System, *Communicative competence, *English language education, *Intelligent tutoring systems, ChatGPT |
| Geographic Terms: | Vietnam |
| Abstract: | IELTS (International English Language Testing System) education has expanded across Vietnam to satisfy various academic and social needs; however, many IELTS learners have failed to achieve their desired writing results due to various influencing factors. Accordingly, our study examined whether Chat Generative Pre-trained Transformer (ChatGPT) enhanced learners' IELTS writing skills at English training centres in Vietnam. It also explored benefits and barriers of using ChatGPT as perceived by EFL teachers in IELTS writing instruction, particularly in IELTS Writing Task 2. Two instruments were employed to collect data, including a questionnaire administered to 45 EFL teachers, and semi-structured interviews conducted with five experienced ones. The results revealed that ChatGPT contributed to improvements in learners' IELTS writing proficiency. Moreover, the participants identified many advantages of this artificial intelligence (AI) chatbot, including 12 benefits for IELTS learners and nine benefits for teachers. Numerous challenges in using this tool were also perceived, including ten technology-related barriers, nine teacher-related barriers, and nine learner-related barriers. Although ChatGPT was recognised as a useful tool in English writing education, its drawbacks were perceived to outweigh its benefits. Finally, several recommendations are proposed to enhance the effectiveness of integrating ChatGPT into IELTS writing instruction in Vietnamese contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192471917 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Vietnamese EFL teachers' perspectives on using ChatGPT to support IELTS writing instruction. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Le%2C+Thi+Nguyet%22">Le, Thi Nguyet</searchLink><relatesTo>1</relatesTo><i> nguyetthile.1980@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Nguyen%2C+Hoang+Hung%22">Nguyen, Hoang Hung</searchLink><relatesTo>2</relatesTo><i> hungnguyen090798@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Issues+in+Educational+Research%22">Issues in Educational Research</searchLink>. 2026, Vol. 36 Issue 1, p137-160. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22International+English+Language+Testing+System%22">International English Language Testing System</searchLink><br />*<searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br />*<searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Intelligent+tutoring+systems%22">Intelligent tutoring systems</searchLink><br /><searchLink fieldCode="DE" term="%22ChatGPT%22">ChatGPT</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Vietnam%22">Vietnam</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: IELTS (International English Language Testing System) education has expanded across Vietnam to satisfy various academic and social needs; however, many IELTS learners have failed to achieve their desired writing results due to various influencing factors. Accordingly, our study examined whether Chat Generative Pre-trained Transformer (ChatGPT) enhanced learners' IELTS writing skills at English training centres in Vietnam. It also explored benefits and barriers of using ChatGPT as perceived by EFL teachers in IELTS writing instruction, particularly in IELTS Writing Task 2. Two instruments were employed to collect data, including a questionnaire administered to 45 EFL teachers, and semi-structured interviews conducted with five experienced ones. The results revealed that ChatGPT contributed to improvements in learners' IELTS writing proficiency. Moreover, the participants identified many advantages of this artificial intelligence (AI) chatbot, including 12 benefits for IELTS learners and nine benefits for teachers. Numerous challenges in using this tool were also perceived, including ten technology-related barriers, nine teacher-related barriers, and nine learner-related barriers. Although ChatGPT was recognised as a useful tool in English writing education, its drawbacks were perceived to outweigh its benefits. Finally, several recommendations are proposed to enhance the effectiveness of integrating ChatGPT into IELTS writing instruction in Vietnamese contexts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 137 Subjects: – SubjectFull: International English Language Testing System Type: general – SubjectFull: Communicative competence Type: general – SubjectFull: English language education Type: general – SubjectFull: Intelligent tutoring systems Type: general – SubjectFull: ChatGPT Type: general – SubjectFull: Vietnam Type: general Titles: – TitleFull: Vietnamese EFL teachers' perspectives on using ChatGPT to support IELTS writing instruction. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Le, Thi Nguyet – PersonEntity: Name: NameFull: Nguyen, Hoang Hung IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 03137155 Numbering: – Type: volume Value: 36 – Type: issue Value: 1 Titles: – TitleFull: Issues in Educational Research Type: main |
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