View in EDS

Perspectives of EFL Teachers toward the Influence of AI Writing Tools on Students' Writing Content and Organization

Saved in:
Bibliographic Details
Title: Perspectives of EFL Teachers toward the Influence of AI Writing Tools on Students' Writing Content and Organization
Language: English
Authors: Nguyen Huu Hoang (ORCID 0009-0005-8131-0434)
Source: Higher Learning Research Communications. 2026 16(1).
Availability: Walden University, LLC. 100 Washington Avenue South Suite 900, Minneapolis, MN 55401. Tel: 800-925-3368; Fax: 612-338-5092; e-mail: HLRCeditor@mail.waldenu.edu; Web site: https://scholarworks.waldenu.edu/hlrc/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Attitudes, Language Teachers, English (Second Language), Artificial Intelligence, Technology Uses in Education, Writing (Composition), Writing Skills, College Faculty, Foreign Countries
Geographic Terms: Vietnam
ISSN: 2157-6254
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505438
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1505438
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1505438
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Perspectives of EFL Teachers toward the Influence of AI Writing Tools on Students' Writing Content and Organization
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Nguyen+Huu+Hoang%22">Nguyen Huu Hoang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-8131-0434">0009-0005-8131-0434</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Higher+Learning+Research+Communications%22"><i>Higher Learning Research Communications</i></searchLink>. 2026 16(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Walden University, LLC. 100 Washington Avenue South Suite 900, Minneapolis, MN 55401. Tel: 800-925-3368; Fax: 612-338-5092; e-mail: HLRCeditor@mail.waldenu.edu; Web site: https://scholarworks.waldenu.edu/hlrc/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Vietnam%22">Vietnam</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2157-6254
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1505438
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505438
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Vietnam
        Type: general
    Titles:
      – TitleFull: Perspectives of EFL Teachers toward the Influence of AI Writing Tools on Students' Writing Content and Organization
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Nguyen Huu Hoang
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 2157-6254
          Numbering:
            – Type: volume
              Value: 16
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Higher Learning Research Communications
              Type: main
ResultId 1