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 |
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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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oai:scholar.dlu.edu.vn:123456789-33222024-03-11T04:16:57Z ACADEMIC INTEGRITY in the AGE of GENERATIVE AI: PERCEPTIONS and RESPONSES of VIETNAMESE EFL TEACHERS Nguyễn, Tất Thắng 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. 01.2024 24 28-48 2024-03-11T03:34:00Z 2024-03-11T03:34:00Z 2024-01 Journal article Bài báo đăng trên tạp chí thuộc SCOPUS, bao gồm book chapter https://scholar.dlu.edu.vn/handle/123456789/3322 10.56297/FSYB3031/MXNB7567 en Teaching English with Technology Trường Đại học Đà Lạt |
| institution |
Thư viện Trường Đại học Đà Lạt |
| collection |
Thư viện số |
| language |
English |
| description |
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. |
| format |
Journal article |
| author |
Nguyễn, Tất Thắng |
| spellingShingle |
Nguyễn, Tất Thắng ACADEMIC INTEGRITY in the AGE of GENERATIVE AI: PERCEPTIONS and RESPONSES of VIETNAMESE EFL TEACHERS |
| author_facet |
Nguyễn, Tất Thắng |
| author_sort |
Nguyễn, Tất Thắng |
| title |
ACADEMIC INTEGRITY in the AGE of GENERATIVE AI: PERCEPTIONS and RESPONSES of VIETNAMESE EFL TEACHERS |
| title_short |
ACADEMIC INTEGRITY in the AGE of GENERATIVE AI: PERCEPTIONS and RESPONSES of VIETNAMESE EFL TEACHERS |
| title_full |
ACADEMIC INTEGRITY in the AGE of GENERATIVE AI: PERCEPTIONS and RESPONSES of VIETNAMESE EFL TEACHERS |
| title_fullStr |
ACADEMIC INTEGRITY in the AGE of GENERATIVE AI: PERCEPTIONS and RESPONSES of VIETNAMESE EFL TEACHERS |
| title_full_unstemmed |
ACADEMIC INTEGRITY in the AGE of GENERATIVE AI: PERCEPTIONS and RESPONSES of VIETNAMESE EFL TEACHERS |
| title_sort |
academic integrity in the age of generative ai: perceptions and responses of vietnamese efl teachers |
| publisher |
Trường Đại học Đà Lạt |
| publishDate |
2024 |
| url |
https://scholar.dlu.edu.vn/handle/123456789/3322 |
| _version_ |
1798256992270155776 |