ACADEMIC INTEGRITY in the AGE of GENERATIVE AI: PERCEPTIONS and RESPONSES of VIETNAMESE EFL TEACHERS
This study examines the perceptions and responses of Vietnamese teachers of English as a Foreign Language (EFL) to academic integrity concerns that arise from the use of AI, specifically chatbots like ChatGPT, in foreign language education. The study employed an open-ended survey to collect data...
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| Định dạng: | Journal article |
| Ngôn ngữ: | English |
| Được phát hành: |
Trường Đại học Đà Lạt
2024
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| Truy cập trực tuyến: | https://scholar.dlu.edu.vn/handle/123456789/3322 |
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| Thư viện lưu trữ: | Thư viện Trường Đại học Đà Lạt |
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| Tóm tắt: | This study examines the perceptions and responses of Vietnamese teachers of
English as a Foreign Language (EFL) to academic integrity concerns that arise
from the use of AI, specifically chatbots like ChatGPT, in foreign language
education. The study employed an open-ended survey to collect data from 31
Vietnamese EFL teachers who were asked to share their views on AI-based
academic dishonesty, identify perceived causes, outline consequences for students
engaging in AI-based plagiarism, and articulate their pedagogical responses to
the issue. The study found that teachers primarily attributed students’ AI-driven
plagiarism to a deficiency in original ideas, poor learning attitudes and motivation,
and students’ linguistic competencies. The over-reliance on AI was identified as
a hindrance to the development of knowledge and skills such as critical thinking
and language proficiency. In response to academic dishonesty, teachers advocated
for increased regulations, the implementation of AI-based plagiarism detectors,
and education on responsible AI use. The findings underscore the importance
of adapting language teaching pedagogies and assessments to incorporate
personalised learning and process-oriented teaching approaches that support
critical thinking and genuine learning motivation. The insights derived from this
research contribute to a deeper understanding of EFL educators’ perspectives,
offering valuable input for the development of policies and practices aimed at
promoting academic integrity in the AI era. |
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