Investigating efl teachers' perceptions of integrating chatgpt into teaching ielts writing skills at english centers in ho chi minh city

HO CHI MINH CITY OPEN UNIVERSITY --- ∞0∞--- NGUYEN HOANG HUNG INVESTIGATING EFL TEACHERS' PERCEPTIONS OF INTEGRATING CHATGPT INTO TEACHING IELTS WRITING SKILLS AT ENGLISH CENTERS IN

HO CHI MINH CITY OPEN UNIVERSITY

- ∞0∞ -

NGUYEN HOANG HUNG

INVESTIGATING EFL TEACHERS' PERCEPTIONS

OF INTEGRATING CHATGPT INTO TEACHING IELTS WRITING SKILLS AT ENGLISH CENTERS

IN HO CHI MINH CITY

MASTER OF ARTS IN TESOL

HO CHI MINH CITY, 2024

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

- ∞0∞ -

NGUYEN HOANG HUNG

INVESTIGATING EFL TEACHERS' PERCEPTIONS

OF INTEGRATING CHATGPT INTO TEACHING IELTS WRITING SKILLS AT ENGLISH CENTERS

IN HO CHI MINH CITY Major: Teaching English to Speakers of Other Languages

Major code: 8 14 01 11 MASTER OF ARTS IN TESOL

Supervisor: LE THI NGUYET, Ph.D

HO CHI MINH CITY, 2024

KHOA ĐÀO TẠO SAU ĐẠI HỌC

GIẤY XÁC NHẬN

Tôi tên là: NGUYỄN HOÀNG HƯNG

Ngày sinh: 09/07/1998 Nơi sinh: Thành phố Hồ Chí Minh Chuyên ngành: LL&PPDHBM Tiếng Anh

Mã học viên: 2081401112011

Tôi đồng ý cung cấp toàn văn thông tin luận văn/đề án tốt nghiệp hợp lệ về bản quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh sẽ kết nối toàn văn thông tin luận án/ luận văn tốt nghiệp vào hệ thống thông tin khoa học của Sở Khoa học và Công nghệ Thành phố Hồ Chí Minh

STATEMENT OF AUTHORSHIP

I certify that the thesis entitled “Investigating EFL Teachers' Perceptions of Integrating ChatGPT into Teaching IELTS Writing Skills at English Centers in Ho Chi Minh City" is my original work The data and findings are true and with permission

from associates All resources used in the thesis have been documented The work has not been submitted to Ho Chi Minh City Open University or elsewhere

Ho Chi Minh City, October 9, 2024

NGUYEN HOANG HUNG

RETENTION AND USE OF THE THESIS

I hereby state that I, Nguyen Hoang Hung, the learner for the degree of Master in TESOL, accept the requirement of the university relating to the retention and use of the Master’s theses deposited in the university library

In terms of these conditions, I agree that the origin of my thesis deposited in the university library should be accessible for the purposes of the studies and research, in accordance with the normal condition established by the library for care, loan, and reproduction of thesis

This Master of Arts in TESOL thesis is the result of collective effort and dedication, with invaluable support and devotion from many individuals

First and foremost, I would express my deepest gratitude and appreciation for Dr

Le Thi Nguyet, whose guidance and enthusiasm are beyond words More than an

academic supervisor; she has been an inspirer, providing high-quality feedback that has prepared me to embrace the challenges of my academic journey

I would also like to take this unique opportunity to thank all lecturers at Ho Chi Minh City Open University Their invaluable theoretical insights and practical

teaching experiences have greatly enriched my knowledge of the English Language Teaching field

My gratitude goes to my classmates in the MTESOL class (intake 20), whose

academic support has expanded my teaching and research experiences

My thanks also go to the anonymous participants, whose contributions were essential to the completion of this thesis

Lastly, I am deeply grateful to my family for their immense support, encouragement, and understanding Their unwavering belief in me made this long journey possible

ABSTRACT

Several IELTS learners at English centers in Ho Chi Minh city have failed to achieve their desirable writing scores due to significant challenges Therefore, this study aimed at investigating whether Chat Generative Pre-Trained Transformer (ChatGPT), an Aritificial Intelligence (AI) chatbot, could improve students’ IELTS writing proficiency

In particular, the study explored EFL teachers’ perceptions of their usage extent, benefits, and disadvantages of using this tool in teaching IELTS writing To collect data, the study employed two instruments including a questionnaire given to 15 EFL teachers and semi-structured interviews with five selected among those participants The findings revealed that ChatGPT could help students improve their IELTS writing skills Moreover, the teachers used this tool in three teaching stages, including lesson preparation stage, in-class teaching stage, and essay evaluation stage Furthermore, they could perceive 7 main ChatGPT-related benefits for themselves and 11 significant ones for their students However, the findings revealed 11 technology-related disadvantages, 12 teacher-related disadvantages, and nine learner-related disadvantages that the teachers encountered when applying this AI-driven tool Many new findings have been little discussed in previous research Finally, some recommendations were proposed to enhance the effectiveness of using ChatGPT in IELTS writing classes at the English centers and in similar contexts (202 words)

Key words: Artificial Intelligence, ChatGPT, EFL teachers, English centers,

IELTS writing skills

TÓM TẮT

Nhiều học viên IELTS tại nhiều trung tâm tiếng Anh ở Thành phố Hồ Chí Minh chưa đạt được điểm viết mong muốn do nhiều thách thức đáng kể Do đó, nghiên cứu này tập trung vào việc nghiên cứu liệu Chat Generative Pre-Trained Transformer (ChatGPT), một chatbot sử dụng Trí tuệ nhân tạo (AI), có thể giúp phát triển năng lực viết của học viên trong bài thi IELTS Cụ thể hơn, nghiên cứu khám phá nhận thức của giáo viên tiếng Anh về tần suất sử dụng của họ, những thuận lợi và bất lợi khi sử dụng công cụ này để giảng dạy kĩ năng viết IELTS Để thu thập dữ liệu, nghiên cứu sử dụng hai công cụ nghiên cứu, bao gồm một bảng câu hỏi cho 15 giáo viên tiếng Anh, sau đó chọn ra 5 giáo viên cho phỏng vấn bán cấu trúc Kết quả cho thấy ChatGPT có thể giúp học sinh phát triển kĩ năng viết IELTS Hơn thế nữa, giáo viên sử dụng công cụ này trong

ba giai đoạn giảng dạy chính, bao gồm soạn bài dạy, giảng dạy trong lớp, và đánh giá bài viết Bên cạnh đó, giáo viên nhận thấy có 7 lợi ích dành cho chính bản thân họ và 11 lợi ích dành cho học viên Tuy nhiên, kết quả cũng cho thấy 11 bất lợi liên quan đến công nghệ, 12 bất lợi liên quan đến giáo viên, và 9 bất lợi liên quan đến học viên mà giáo viên gặp phải khi sử dụng công cụ AI này Nhiều phát hiện mới đã xuất hiện từ nghiên cứu hiện tại Cuối cùng, một số giải pháp cũng được đề xuất để nâng cao hiệu quả của việc sử dụng ChatGPT trong lớp dạy viết IELTS ở trung tâm tiếng Anh và ở bối cảnh tương tự khác

Từ khoá: ChatGPT, Giáo viên tiếng Anh, Kỹ năng viết IELTS, Trí tuệ nhân tạo

(AI), Trung tâm tiếng Anh

2.4 Benefits of Using ChatGPT for Students Learning English Writing

skills

17

2.4.1 Improving students’ writing skills 17

3.5.2 Collecting the Interview Responses 36

3.6.1 Analyzing the Questionnaire Responses 37

3.6.2 Analyzing the Interview Responses 37

4.2.1 Discussions on the EFL Teachers’ Extent of Integrating

ChatGPT into Teaching IELTS Writing Skills (Research Question 1)

66

4.2.2 Discussions on Perceived Benefits of Integrating ChatGPT into

Teaching IELTS Writing Skills (Research Question 2) 66

4.2.3 Discussions on Perceived Disadvantages of Integrating

ChatGPT into Teaching IELTS Writing Skills (Research Question 3) 76

APPENDIX A QUESTIONNAIRE (ENGLISH VERSION) 100

APPENDIX B QUESTIONNAIRE (VIETNAMESE VERSION) 104

APPENDIX E LETTER OF CONSENT AT THE RESEARCH SITE 116

LIST OF TABLES

Pages

Table 3.1 Description of IELTS Writing Task 2 Syllabus at the Research

Site

30

Table 4.1 Frequency of the Participants’ Use of ChatGPT in Teaching

IELTS Writing

42

Table 4.6 Perceived Technology-Related Disadvantages of Using

ChatGPT in Teaching IELTS Writing Skills

47

Table 4.7 Perceived Teacher-Related Disadvantages of Using ChatGPT

in Teaching IELTS Writing Skills

48

Table 4.8 Perceived Learner-Related Disadvantages of Using ChatGPT in

Teaching IELTS Writing Skills

Table 4.11 Stated Technology-related Disadvantages of Using ChatGPT in

IELTS Writing Classes

59

Table 4.12 Stated Teacher-related Disadvantages of Using ChatGPT in

IELTS Writing Classes

62

Table 4.13 Stated Student-related Disadvantages of Using ChatGPT in

IELTS Writing Classes

64

Table 4.14 Comparison between Findings of ChatGPT-based Benefits for

EFL Teachers in the Current Study and Those in Previous Studies

67

Table 4.15 Comparison between Findings of ChatGPT-based Benefits for

EFL Students in the Current Study and Those in Previous Studies

71

Table 4.16 Comparison between Findings Technology-Related

Disadvantages of Using ChatGPT in the Current Study and Those in Previous Studies

77

Table 4.17 Comparison between Findings Teacher-Related Disadvantages

of Using ChatGPT in the Current Study and Those in Previous Studies

80

Table 4.18 Comparison between Findings Student-Related Disadvantages

of Using ChatGPT in the Current Study and Those in Previous Studies

84

LIST OF FIGURES

Pages

LIST OF ABBREVIATIONS

AI Artificial Intelligence

ChatGPT Chat Generative Pre-Trained Transformer

EFL English as a Foreign Language

IELTS International English Language Testing System

CHAPTER 1 INTRODUCTION

1.1 Background of the Study

A high level of English proficiency is linked to better educational and career opportunities (Ly, 2023) Like other English language proficiency tests, the International English Language Testing System (IELTS) assesses students’ English ability in all four language skills: listening, reading, speaking, and writing on a scale from 0 to 9 for each skill (IELTS, n.d.) However, despite its importance, the IELTS writing section often is often overlooked (Bagheri & Riasati, 2016) Previous studies have also shown students, especially those from non-native English countries, struggle academically with this test

A recent report by IELTS (n.d.) shows that in 2022 Vietnamese candidates scored an average of 6.0 in the writing section This score is lower than their scores in reading and listening As a result, many students seek additional feedback from English centers to improve their writing through better language use, essay samples, and writing strategies This growing demand for IELTS preparation has led to a surge in enrollments at English centers in Vietnam (Nguyen & Nguyen, 2022) However, mastering IELTS writing at English centers is challenging due to issues like improper word usage, grammatical errors, lack of confidence, and ineffective teaching methods (Bagheri & Riasati, 2016; Nguyen

& Nguyen, 2022) To make matters worse, students often struggle to give persuasive ideas and structure essays in Writing Task 2 due to limited background knowledge (Cullen, 2017) Issues with planning, drafting, and revising essays can also diminish learning focus and teaching quality (Maarof & Murat, 2013)

Traditional teaching methods, while somewhat effective, struggle to address students’ language issues and keep students engaged during writing lessons Recognizing these challenges, current researchers have turned to more effective solutions, especially those supported by Artificial Intelligence (AI) For example, Barrot (2022) and Phan (2023) have demonstrated the effective integration of AI tools into EFL writing

Among these AI tools, Chat Generative Pre-Trained Transformer (ChatGPT for short), an AI chatbot, has recently attracted the attention of researchers in EFL writing instruction (Bonner et al., 2023; Hong, 2023) Compared to other AI tools, including Google and Grammarly, ChatGPT is more flexible, adaptable, and convenient since it can perform the functions of previous AI tools (Tseng & Warschauer, 2023) Furthermore, ChatGPT is also considered the most intelligent chatbot available for public use (Mhlanga,

2023) Thus, this superiority reveals ChatGPT’s great potential in improving students’ IELTS writing skills and enhancing teachers’ writing instructions (Song & Song, 2023) Specifically, ChatGPT can solve language issues by giving instant personalized feedback

on grammar, vocabulary, and idea generation (Kohnke et al., 2023) This capability has led to positive student experiences with academic essays (Han et al., 2023) Shahid et al (2023) also compared the traditional classrooms with ChatGPT-assisted classrooms and found that students prefer the latter learning environment

For teachers struggling to teach writing skills, this AI tool can help enhance writing instruction and alleviate their workload (Koraishi, 2023; Nguyen, 2023) For example, in the lesson preparation stage, university lecturers in Nguyen’s (2023) study were interested in using ChatGPT to support their lesson plans and create learning materials for students Furthermore, teachers may exploit this AI tool's ability to generate lesson plans and evaluate students' written work (Steiss et al., 2024; Su et al., 2023)

In contrast, challenges with ChatGPT include unreliable and biased responses (Bozic & Poola, 2023) There is also a risk of academic cheating, as students may use it

to complete essays (Fyfe, 2023) Additionally, its novelty means teachers may lack time

to stay updated with its capabilities (Mabuan, 2024) Despite the recognized benefits of ChatGPT in improving writing skills, Mabuan (2024) and Nguyen (2023) emphasized concerns about students’ over-reliance on the tool and teachers' lack of knowledge about ChatGPT These issues can have a negative effect on both teachers' adoption of the tool and students' learning outcomes (Nguyen, 2024)

1.2 Statement of Problems

At the research sites, IELTS learners also face similar language- and related problems based on the researcher’s communication with colleagues Moreover, IELTS teachers often felt overwhelmed by numerous tasks, which can be categorized into three main teaching stages:

learner-Lesson preparation stage: IELTS teachers often struggled with finding and

choosing materials specifically targeting students’ learning needs Even though the Academic department already provides learning materials, they often fail to address the unique learning needs of each class, whether focusing more on vocabulary, grammar, idea generation, or sample essays

In-class teaching stage: Even when the learning materials matched students’

needs, some students found these sources insufficient for their essays As a result, some teachers had to use group work for more language input However, students still generally

relied on teachers for ideas and appropriate linguistic features Furthermore, teachers could not give constructive feedback to approximately 15 students in class Altogether, the classroom environment was demotivating

Essay evaluation stage: After classes, teachers had to grade and give constructive

feedback to around 12 essays within five days based on the four marking criteria (see Table 2.1)

To mitigate these problems, the head teacher, who is also a leader, allowed the use

of ChatGPT to support IELTS Writing instruction ChatGPT can assist in material preparation, facilitate in-class writing instructions, and help with evaluating students’ essays This aimed to create more innovative teaching strategies and improve students’ IELTS writing skills As a result, some IELTS teachers have reported ChatGPT can significantly improve educational effectiveness, while some have expressed concerns, creating a mixed feeling for using this AI tool

Despite its potential, the integration of ChatGPT into IELTS preparation remains underexplored, particularly in Vietnam’s English centers, which differ from universities

in their instructional practices, curriculum, and policies Previous studies have acknowledged both the benefits and challenges of ChatGPT in EFL education, with differing opinions on its integration into language teaching (Barrot, 2023a; Nguyen, 2023; Nguyen, 2024; Song & Song, 2023) Additionally, the urgent need to address the challenges of IELTS teachers and students demonstrates a necessity for more in-depth investigation, particularly in the context of English centers Given that teachers play a critical role in implementing instructional technologies (Davis, 1989), understanding teachers’ perspectives on ChatGPT is key, as their instructional decisions directly impact its effectiveness in addressing students' writing needs In fact, previous studies have shown the perceived usefulness and practicality of technology often influence teachers’ willingness to integrate technology into lessons (Teo et al., 2017), which can in turn affect students’ learning outcomes (Cope & Ward, 2002)

Teachers’ perceptions are crucial, as their role directly shapes ChatGPT's classroom use Unlike students, who primarily interact with ChatGPT as users, teachers actively shape how it’s applied to meet specific learning goals While students can offer feedback on their experience, it’s teachers who make the decisions that determine how effectively ChatGPT supports student learning Teachers with a positive outlook on technology are more likely to integrate tools like ChatGPT into their teaching, and their attitudes can even influence how students engage with these tools (Salleh, 2016)

Teachers' insights are vital for instructional strategies that maximize ChatGPT’s benefits and mitigate risks Furthermore, since ChatGPT is a relatively new tool, teachers may also need additional training, especially in non-native English contexts, to use it effectively and ethically (Nguyen, 2023) Lastly, the ways in which teachers adopt and use ChatGPT have a direct impact on students’ learning outcomes (Bii et al., 2018) By focusing on teachers' insights, this study aims to address the practical challenges and advantages they encounter, creating a foundation for ChatGPT’s meaningful and sustainable integration in education It aims not only to understand teachers’ views on ChatGPT but also to translate these insights into practical strategies that can directly enhance students' performance in IELTS writing

However, despite this significance, in Vietnam, only Nguyen (2023) examined EFL lecturers’ perceptions of using ChatGPT in teaching writing at Van Lang University However, no studies, on either local or global scales, have explored how ChatGPT can

be integrated into teaching IELTS writing skills at English centers, despite its promising future in this specific context Therefore, this study is the first attempt to investigate teachers’ perceptions in this educational setting Unlike universities, English centers often differ in their instructional practices, curriculum, and policies These differences include tailored learning materials, smaller classroom sizes, younger teachers, who are more likely to adopt technology, unique IELTS test compared to other tests (Cullen, 2017) Such differences highlight the potential of English centers as a unique setting for exploring ChatGPT integration in IELTS instruction

By examining how frequently teachers use ChatGPT and exploring their perceptions of its benefits and challenges, this study aims to fill this critical gap Understanding teachers’ insights into ChatGPT integration can allow for more innovative instructional strategies that enhance IELTS writing instruction, both locally and globally

1.3 Research Aims and Objectives

This study aimed to investigate how EFL teachers at English centers in Ho Chi Minh perceived the integration of ChatGPT into teaching IELTS writing skills It focused

on following three bjectives:

- To investigate the extent to which EFL teachers integrated ChatGPT into teaching IELTS writing skills at English centers in Ho Chi Minh City

- To explore the teachers’ perceived benefits of integrating ChatGPT into teaching IELTS writing skills

- To explore the teachers’ perceived disadvantages of integrating ChatGPT into teaching IELTS writing skills

1.5 Significance of the Study

Theoretically, this study aims to examine teachers’ perceptions of ChatGPT, specifically in how it is utilized to support and enhance students’ IELTS writing skills, while also identifying any challenges associated with its use in IELTS instruction Unlike previous research, this study soly focuses on IELTS preparation courses, an area that remains underexplored both in Vietnam and internationally By addressing this gap, the findings are expected to contribute to the literature on ChatGPT’s role in EFL education, particularly in targeted skill development Additionally, by focusing on English centers rather than other educational settings, this study provides an understanding of teachers for adapting technology to meet specific educational needs, offering insights relevant to standardized test preparation environments

Practically, the study is significant for EFL teachers, IELTS writing students, English centers offering IELTS courses, and language researchers For IELTS teachers, they can receive many benefits from using ChatGPT in all three teaching stages: lesson preparation stage, in-class teaching stage, and essay evaluation stage By incorporating ChatGPT into their teaching, teachers can enhance learners’ IELTS writing proficiency

in a technology-enhanced learning environment

Moreover, IELTS writing learners may use ChatGPT to improve their linguistic weaknesses, especially in grammar and vocabulary, making their IELTS preparation more efficient and effective As a result, they may have higher scores in examinations and greater academic or professional opportunities

Likewise, English centers providing IELTS courses can gain insights into benefits that ChatGPT brings to their teachers and students This can have implications for

international teacher training and curriculum development, supporting a more structured approach to incorporating AI tools in diverse instructional contexts focused on skill development This can result in more effective IELTS courses, greater learners' satisfaction, and improved retention rates

Finally, for researchers in the field of EFL education, this study is expected to set

a foundation for future research on this AI-driven tool in EFL education

1.6 Research Scope

To make sure the current study makes both theoretical and practical contributions

to the field, it focused on its objectives, research design, research site, participants, and data collection instruments

First, this study aimed to focus on EFL teachers' perceptions of using ChatGPT in teaching IELTS writing skills and did not explore the use of other AI-driven applications

The study took place at four English centers providing IELTS courses in Ho Chi Minh City, Vietnam The participants were merely individuals teaching IELTS, particularly IELTS writing courses, at these English centers

Moreover, the study employed a mixed research design along using two instruments: questionnaire and semi-structured interviews to collect in-depth information and refined data to effectively address the three research questions It did not include other instruments, such as tests or class observations

1.7 Definitions of Key Terms

· Artificial intelligence (AI) refers to computer systems designed to interact with

users, assess available information, and take the most sensible actions, especially those typically associated with human intelligence

· ChatGPT refers to an advanced AI chatbot developed by OpenAI It generates

responses by processing users' input (or prompts) and providing answers relevant to their current needs

· EFL teacher refers to a person who teaches English as a foreign language to

learners

· English center refers to an educational institution which is involved in teaching

English as a foreign language to learners, often with tailored programs for specific learner goals such as IELTS or English for children

· IELTS writing refers to the writing section of the IELTS test which is designed

by Cambridge and administered by International Development Program and British Council There are two types of IELTS writing: IELTS Academic and IELTS General Training In the Academic module, the writing section contains two tasks: Task 1 in which test-takers have to write a report of visual data such as charts, graphs and table, and Task 2 in which candidates have to write an essay to a given prompt with suitable content, style and organization

1.8 Organization of the Thesis

This thesis comprises five chapters in addition to initial parts, conclusion, references, and appendixes

Chapter 1 (Introduction), establishes a foundation for the study by providing

background, problem statements, research aims and objectives, research questions, significance of the study, research scope, and definitions of key terms as well as an organization of the study

Chapter 2 (Literature Review) covers crucial theoretical basis of the study The

first part presents an overview of IELTS writing in terms of definitions, types, scoring rubrics for marking IELTS writing tests, and learners’ difficulties in doing IELTS writing task 2 The second part provides general information about Artificial Intelligence technology in language education The last part presents an analysis of the literature on ChatGPT regarding its definitions, benefits of using ChatGPT, and difficulties of using ChatGPT Finally, the chapter analyzes previous studies on the implementation of ChatGPT in teaching IELTS writing to reveal some research gaps

Chapter 3 (Methodology) describes the details of the research methodology

including its mixed research design along with research sites, data collection instruments, data collection procedure, data analysis procedure, and reliability and validity of the study

Chapter 4 (Findings and Discussions) presents key findings of the study from

analyzing the questionnaire and interview responses, and critical discussions of the findings in line with the research objectives

Chapter 5 (Conclusion and Recommendations) summarizes main findings of

the study, makes some recommendations for relevant stakeholders, and presents limitations of the study and further research

CHAPTER 2 LITERATURE REVIEW

This chapter presents an analysis of previous studies to build a theoretical foundation for the current study It starts by defining IELTS test and its writing section, followed by an overview of common difficulties faced by IELTS learners The next sections provide further background information of AI technology and ChatGPT, specifically focusing on benefits and drawbacks of this AI tool in teaching EFL writing skills

2.1 IELTS Writing Skills

2.1.1 IELTS and its Writing Section

Since its introduction in 1980, IELTS has become one of the most widely taken tests, administered in 120 countries (Uysal, 2010) The IELTS test assesses candidates' English proficiency in four skills: Listening, Reading, Speaking, and Writing, using a scale from 0 to 9 with a high reliability (IELTS, n.d.)

The test includes two modules: General training and Academic (IELTS, n.d.) The choice of module depends on individual needs While General Training mainly serves for immigration purposes, the Academic module assesses students’ ability to study in English-speaking environments A recent report by IELTS (n d.) showed that around 80%

of candidates opted for the Academic module in 2022 This shows a strong preference among candidates preparing for university and college entrance

Writing skills are tested in both General training and Academic modules (Uysal, 2010) Both modules have two tasks, each with different purposes However, this study focuses on Task 2 of the Academic module

IELTS writing task 2 includes a topic and a question (Cullen, 2017), which requires test-takers to write a discursive academic essay on a social issue in more than

250 words using a formal tone (IELTS, n d.; Uysal, 2010) Cullen (2017) noted that examinees should discuss the topic and make arguments supporting their opinion These ideas should be clearly explained and well-supported by background knowledge and personal experience

2.1.2 Rubric for Marking IELTS Writing Tests

IELTS examiners evaluate test-takers' writing by a band descriptor, which includes four equally-weighted marking criteria (Uysal, 2010; Pearson, 2018), as clearly seen in Table 2.1

Table 2.1

A Scoring Rubric for Marking IELTS Writing Task 2 (Pearson, 2018, p.3)

Cohesion

Lexical Resource

Grammatical Range and Accuracy

· How the prompt

· Paragraphing Referencing and substitution

· Use of cohesive devices

· Range of lexis

· Use of uncommon lexical items

· Accuracy of lexis

· Spelling and word formation

· Range of grammatical structures

· Accuracy of grammar

· Use of complex structures

· Correct punctuation

2.1.3 Difficulties Faced by Learners in Doing IELTS Writing Task 2

Test-takers often struggle with IELTS Writing Task 2, where they tend to score the second lowest compared to other sections These difficulties are linked to challenges

in meeting the four marking criteria (IELTS, n.d.)

Concerning Task response, Cullen (2017) and Nguyen and Nguyen (2023) noted that limited background knowledge and language barriers prevent students from fully addressing the task Similarly, Bagheri and Riasati (2016) discovered that students frequently provide irrelevant or inappropriate information, leading to underdeveloped ideas and weak arguments

Coherence and cohesion bring the main challenge for IELTS test-takers These students struggle to connect ideas within and between sentences due to under-/overuse of cohesive devices (Bagheri & Riasati, 2016; Panahi & Mohammaditabar, 2015) Cullen (2017) further added skipping the planning stage often leads to an unclear writing structure

Lexical resource also presents a challenge Students often have limited vocabulary, collocations, idiomatic expressions, and issues like typos and improper word use (Bagheri & Riasati, 2016; Nguyen & Nguyen, 2022)

Lastly, grammatical range and accuracy is also a source of concern for students Some candidates use too few complex sentences (Panahi & Mohammaditabar, 2015),

while others tend to overcomplicate their sentences (Cullen, 2017) Both sentence issues can reduce score by lower readability.

These problems can be due to learner- and teacher factors Bagheri and Riasati (2016) found students’ writing problems are due to lack of self-confidence, not enough practice, stress, and fear Teachers contribute to this issue because their insufficient feedback makes students unsure of their weaknesses Furthermore, some teachers lack the qualifications to teach writing properly, with little focus on vocabulary, grammar, and engaging lessons Moreover, the lack of access to technology may hinder learners' writing improvement and learning motivation Nguyen and Nguyen (2022) reported similar findings among IELTS test-takers in Vietnam, including time constraints, writing anxiety, and a lack of English exposure

These challenges across the four marking criteria call for innovative strategies to enhance IELTS writing outcomes Therefore, integrating AI tools, particularly ChatGPT, into IELTS writing lessons offers a promising solution to help students improve writing scores (Song & Song, 2023)

2.2 Artificial Intelligence Technology in Language Education

2.2.1 Definition of Artificial Intelligence

There have been various definitions of Artificial Intelligence (AI) in previous studies For example, AI is “computers which perform cognitive tasks, usually associated with human minds, particularly learning and problem-solving” (Baker et al., 2019, p 10) Healey (2020) used a broad term to define AI as “a collection of technologies that can solve problems and perform tasks to achieve defined objectives, without explicit human guidance” (p 3) From another viewpoint, the term AI refers to “a technology where software and/ or machines are able to mimic (certain aspects of) human intelligence” (Sindermann et al., 2021, p 110) In other words, AI is considered as “a human intelligence simulation based on computers and designed to function as human beings” (Fitria, 2021, p 213)

In this study, artificial intelligence (AI) is viewed as technologies that can perform cognitive tasks associated with human intelligence such as brainstorming, giving feedback, problem-solving, and decision-making to promote EFL students’ writing proficiency, especially IELTS writing task 2

2.2.2 Some Popular AI Technologies in Teaching EFL Writing

Some AI applications, including Grammarly, Quillbot, Google Translate, and Paraphrasing tools, have been used to address problems of writing learners

In the Philippines, Barrot (2022) investigated the effectiveness of Grammarly in identifying and reducing issues at sentence-level (spelling, grammar, and punctuation) and paragraph-level (conciseness, register, and further suggestions) However, it cannot detect plagiarism well, so teachers need to observe carefully to maintain academic integrity.

Similarly, Mohamad et al (2024) explored students’ perceptions of Quillbot in Saudi Arabia, particularly its paraphrasing function These students expressed their interest in this AI tool, stating that it can help them use their own words to paraphrase the sentence with ease As a result, this convenience increases students’ motivation to improve their writing skills

In Vietnam, Phan (2023) examined the perceptions of 100 students in Grammarly, Google Translate, and Paraphrasing tools in terms of their ability to improve students’ writing scores, using quantitative and qualitative data While students felt these tools could assist in detecting and correcting grammatical mistakes, they also reported some challenges, such as increased dependency on these tools The findings suggest that while using AI can help students improve their writing skills, an excessive use of these tools may negatively impact their language proficiency However, the study did not specify clear guidelines on how to address these issues

In relation to IELTS marking criteria, the findings indicate that AI tools can improve learners’ proficiency in areas such as lexical resources (spelling, vocabulary range, paraphrasing) and grammatical range and accuracy (grammar and punctuation) However, these AI tools appear incapable of sufficiently improving the learners’ abilities

of task achievement as well as coherence and cohesion Furthermore, their functionalities, including giving translation, paraphrasing texts, and checking spelling and grammar, are

in different software, requiring users to switch between tools (Tseng & Warschauer, 2023) In contrast, ChatGPT, which combines all of these functions in a single AI software, is expected to support the improvement of students’ writing skill while offering greater accessibility and functionality

2.3 ChatGPT

2.3.1 Definitions

ChatGPT is an AI chatbot developed by OpenAI, accessible on computers and mobile phones (Barrot, 2023a; Mhlanga, 2023) Users interact with this tool by entering questions or prompts (Bonner et al., 2023) Based on these prompts and the huge data it

is trained on, this chatbot will generate responses (Steiss et al., 2024) ChatGPT also has

a built-in memory, allowing it to retain information from previous conversations and use

it when needed (Bonner et al., 2023)

Figure 2.1

ChatGPT’s Interface

2.3.2 Benefits of Using ChatGPT for EFL Teachers

Although there has been little research done on the benefits of using ChatGPT in teaching IELTS writing skills, it is also crucial to analyze the benefits of applying this AI-driven tool in teaching English writing skills in general This analysis somewhat provides theoretical basis for what is being investigated in the current study because IELTS writing, especially writing task 2 and English writing have some similar features

In teaching English writing skills, ChatGPT can offer teachers a wide range of benefits, which can be categorized according to teaching stages: lesson preparation stage, in-class teaching stage, and essay evaluation stage

2.3.2.1 Lesson preparation stage

• Developing lesson plans tailored to students' needs

EFL teachers often face challenges in preparing and customizing lessons suitable for individual differences and language levels due to time and effort constraints (Koraishi, 2023) Further evidence from Dilzhan (2024) supports ChatGPT’s role in reducing workload by streamlining lesson planning, enabling teachers to focus on personalized instruction Supporting this point, Bonner et al (2023) and dos Santos et al (2023) argued

that ChatGPT alleviates preparation time by generating a range of adaptable instructional materials, from vocabulary tasks to grammar exercises, addressing specific teaching needs In a study of 36 EFL/ESP instructors across Ukraine, the EU, and the USA, ChatGPT was highlighted as a valuable resource for quickly generating lesson content, allowing teachers to shift focus toward addressing unique learner needs in areas such as vocabulary and grammar (Zaiarna et al., 2024) Teachers can implement ChatGPT by structuring lessons into sections—introduction, presentation, activity, and conclusion—then generating content tailored to each segment (Koraisihi, 2023) This AI-assisted approach aligns lesson plans with teachers’ preferences and improves lesson quality Recent studies (Nguyen, 2023; Ogurlu & Mossholder, 2023) revealed growing interest

in using ChatGPT for generating lesson plans and developing learning materials, demonstrating ChatGPT’s value in lesson preparation In IELTS writing, ChatGPT’s customized activities offer targeted support for specific lesson objectives, contributing to

an effective learning environment

The perceptions of teachers in other countries are largely similar to those of EFL teachers in Vietnam, as investigated by Nguyen (2023) at Van Lang University The study aimed to gain insights into how these teachers perceived the implementation of ChatGPT in terms of their actual teaching practice, as well as the perceived benefits and challenges The researcher collected both quantitative data (through an online questionnaire) and qualitative data (through structured interviews) from participants with varying experiences using this tool Teachers generally expressed great enthusiasm for using the tool Most teachers reported moderate use of ChatGPT, including writing, reading, research methodology, and translation Regarding the key benefits, the participants found the tool helpful in supporting lesson planning and crafting learning materials

Referring to teaching IELTS writing skills, ChatGPT can help develop suitable lesson plans With specific lesson objectives and individual preferences, teachers can create customized activities that contribute to an effective learning environment

• Providing strategies or activities to engage students

In EFL, it is widely believed that improving learners’ learning experiences is of great importance Therefore, to achieve this, teachers must come up with activities that can capture students’ attention during the lesson (Bonner et al., 2023) Aligning with this common belief, Harmer (2007) proposed engaging activities, such as games or classroom discussions, are vital for successful language learning because they make students more

interested in the learning process Harmer also emphasized that these activities should cater to the diverse learning needs and abilities of students However, choosing the right activity can be time-consuming (Baskara, 2023) To address this, recent studies have illustrated that ChatGPT can help reduce time spent on this task.

First of all, to make sure in-class activities are more engaging, Kasneci et al (2023) highlighted that ChatGPT can facilitate group discussions with instant feedback, thereby improving student interest and participation For example, in collaborative writing activities, where students work together to complete a written task, teachers can guide students to use ChatGPT for stylistic suggestions and editing

Another interesting viewpoint is using Bloom's taxonomy, as suggested by dos Santos et al (2023) Teachers can implement this approach inside the classroom to improve students’ writing skill:

knowledge by listing, summarizing, or brainstorming ideas

2 Apply: Students can engage in discussions with ChatGPT, frequently

asking questions and seeking advice

into smaller parts and identify connections between these parts

Results from later empirical studies support the above arguments For example, Mabuan (2024) conducted a mixed-method study to explore the perceptions of 115 EFL teachers in the Philippines regarding their use, benefits, and limitations of ChatGPT The results revealed that ChatGPT could reduce teachers’ talking time on explanations and allows for more engaging classroom activities

2.3.2.2 In-class teaching stage

• Making outlines for essays

Planning is a crucial starting point for students' writing (Ur, 2012) For argumentative writing, a common type of IELTS essay, teachers can use ChatGPT as a virtual tutor to evaluate and revise outlines (Su et al., 2023) In Nguyen's (2023) study, teachers agreed that ChatGPT's reading resources enable students to generate outlines more quickly To prevent overreliance on this tool, Su et al (2023) suggested that teachers ask students to generate their essay outlines first and then use ChatGPT for guidance and idea refinement In this way, teachers remain the main facilitators, guiding students through the planning and drafting stages in ChatGPT-assisted writing lessons

• Facilitating writing instructions

EFL teachers can harness ChatGPT’s ability to improve their teaching practices Alsaedi (2024) stated ChatGPT can assist in developing content to support lesson preparation, creating writing activities, providing prompt feedback, and assessing writing tasks Baskara (2023) supported this perspective, asserting ChatGPT can provide opportunities for teachers to be more efficient and effective in their teaching This, in turn, allows educators to provide personalized feedback and student support.

This approach aligns with Bonner et al (2023), who noted that teachers should consider students' English proficiency levels when creating activities with ChatGPT Furthermore, Baskara (2023) highlighted the ncessity for teachers to actively participate

in the design and implementation of ChatGPT-based tasks to offer guidance and support for learners Strobl et al (2024) further suggested tasks that ensure students engage in the creative and cognitive process of independent writing

Later empirical studies further validate this theoretical foundation For example, Han et al (2023) used the novel RECIPE framework of using ChatGPT for writing instructions Participants included 213 EFL students and 7 instructors The results were that interactions with ChatGPT during essay revisions are essential for writing skill development Similarly, teachers in Mabuan’s (2024) study also found interaction and feedback can aid writing skill development, enhancing language fluency and communication This can greatly benefit adult learners and those with difficulties expressing their thoughts

In IELTS preparation courses, current studies suggest that ChatGPT can innovate the learning environment, with more activities to increase students’ engagement Teachers can also instruct students to use ChatGPT for instant feedback, helping them to revise their outlines and essays as needed

2.3.2.3 Essay evaluation stage

In addition to preparing lessons and teaching, evaluating students’ essays is also a

key responsibility of EFL teachers This assessment process is essential for tracking students’ improvement during the course and informing them of their strengths and areas

of improvements (Ur, 2012) Despite these benefits the whole process is usually consuming and labor-intensive for EFL teachers Therefore, to mitigate this issue, recent research has shown the efficiency and effectiveness of ChatGPT and similar AI-generated chatbots on various aspects of writing, including mechanics, style, content, focus, and text organization (Barrot, 2023a; Baskara, 2023)

time-Similarly, Mizumoto and Eguchi (2023) found ChatGPT can effectively provide instant scoring and comprehensive feedback based on the four marking criteria Therefore, ChatGPT is recommended to play as a supportive tool in helping EFL teachers grade essays more efficiently in a shorter period of time Cotton et al (2023) agreed with these findings, further highlighting that GPT-3 can assist teachers in providing feedback and support to their students

Supporting the above findings, Koraishi (2023) found that when ChatGPT is provided with IELTS writing rubrics, it gives feedback closely aligned with these marking criteria, such as task achievement and coherence and cohesion Additionally, the tool can provide an estimated band score, along with an explanation, offering valuable guidance for learners

Driven by the proposed theoretical background and a desire to alleviate teachers’ grading burdens, Steiss et al (2024) conducted a comparative study between feedback generated by trained examiners and ChatGPT across five criteria The study then revealed ChatGPT excels more at providing criterion-based assessment but is slightly outperformed by trained examiners in the other four criteria: improvements, accuracy, prioritized key writing components, and supportive tones Although the tool has not been specially trained on this aspect, the results were significant, indicating its high potential

in assisting teachers with essay evaluations

However, there are some inconsistencies in ChatGPT-generated evaluations Su

et al (2023), in their observation of ChatGPT’s use for evaluating argumentative essays, noted that the feedback on essays could vary with each submission, potentially causing confusion among students Therefore, they strongly recommended taking the extra steps

of submitting the essays through ChatGPT multiple times to ensure consistency and critically evaluating ChatGPT-generated responses

In summary, the current literature suggests EFL teachers can utilize ChatGPT to grade and provide constructive feedback on students’ essays based in the four marking criteria While ChatGPT has limitations, teachers remain central to evaluating essays However, this AI-assisted assessment should help their students identify and address their strengths and weaknesses, which in turn improves their writing skills

Overall, regarding teachers’ benefits of using ChatGPT, these studies highlighted

a consensus on ChatGPT’s utility across various teaching stages Teachers generally perceive ChatGPT as a valuable tool for saving time and enhancing engagement, though some concerns remain regarding reliance and the need for guided implementation These

findings show the growing interest in ChatGPT as an educational tool, yet also reveal a need for further exploration of its role in specific teaching contexts like IELTS preparation.

2.4 Benefits of Using ChatGPT for Students Learning English Writing skills

2.4.1 Improving Students’ Writing Skills

A qualitative study of Klimova et al (2024) pointed out ChatGPT’s significant

potential to provide instant feedback and suggestions, which can facilitate comprehension and acquisition in language learning education In EFL writing instructions, this viewpoint is further strengthened by two specific benefits, including helping students brainstorm ideas as well as improving vocabulary

2.4.1.1 Brainstorming ideas

As discussed earlier, EFL students often face significant challenges in generating coherent and compelling arguments for their IELTS Writing Task 2 essays (Nguyen & Nguyen, 2022) ChatGPT addresses this challenge by providing responses that facilitate brainstorming in the brainstorming stage, allowing students to develop initial ideas more effectively

Kim et al (2023) and Shahid et al (2023) explained that AI-generated conversations can mimic human interactions, promoting flexible thinking and helping students organize their thoughts when confronting new ideas This flexible thinking is crucial for developing well-structured essays

Fyfe (2023) found that among 20 students, many reported that ChatGPT helped them overcome writer's block by providing novel ideas and helping students express their thoughts more freely Similarly, Barrot (2023b) also highlighted ChatGPT’s ability to suggest topic ideas during the brainstorming phase and provide model essays in the outlining stage, further supporting its function in academic writing

A later study by Xiao and Zhi (2023) reinforced these findings Students in this study found the tool valuable and efficient for brainstorming However, more specific prompts were needed to generate more well-informed ideas Similarly, Su et al (2023) cautioned ChatGPT’s answers often lack details and may contain redundancies, so they need refining before direct application

In a same way, 36 EFL teachers from the study of Zaiarna et al (2024) asserted that ChatGPT also assists students in enhancing the organization and coherence of their writing Teachers have observed that ChatGPT supports students in structuring their ideas

more effectively by suggesting logical transitions and structured outlines, which is especially beneficial for coherent essay writing in assessments like IELTS.

Overall, current studies consistently recognize ChatGPT as a valuable source for generating ideas and facilitating students’ writing This consensus is echoed by Alsaedi (2024), concluding that ChatGPT could assist students in brainstorming ideas While the existing literature highlights this great benefit of ChatGPT, further research is needed to evaluate the quality of these ideas and their suitability with the specific requirements of IELTS writing tasks Furthermore, teachers should guide students to critically evaluate the depth of ChatGPT’s feedback This is because superficial ideas may prevent students from fully developing ideas, lowering their Task achievement score

2.4.1.2 Offering English vocabulary, phrases, terms, and sentence structures

ChatGPT can also provide students with a wide range of vocabulary and grammatical structures for writing essays through definitions and writing samples In a study of Kazakhstani EFL teacher, Dilzhan (2024) found ChatGPT was recognized as a valuable resource for enhancing student vocabulary and supporting writing development Similarly, Kohnke et al (2023) suggested that students can be instructed to use ChatGPT for word definitions, their part of speech, and examples, allowing students to write more efficiently (Hong, 2023)

Strobl et al (2024) found that students at a Dutch university recognized the linguistic accuracy and fluency of ChatGPT’s writing samples, further suggesting ChatGPT can stimulate students’ thinking in writing Additionally, when students receive, read and further process correct language generated by a tool, they can internalize these inputs to boost their learning

ChatGPT can assist in checking and editing students’ sentence structures and grammar during the proofreading stage Compared to Grammarly, ChatGPT is more proactive and interactive in identifying and tackling language issues (Mabuan, 2024) Barrot (2023b) also asserted ChatGPT can provide students with real-time feedback on their text content, focus, and language organization Moreover, it can also give students

a score based on a set of given marking criteria

Su et al (2023) noted that ChatGPT can be used as a proofreading tool that can complete sentences, offer paraphrases, and correct grammatical mistakes (articles, modal verbs, tenses) Regarding lexical resources, it can fix typos, suggest word choices, and improve the conciseness of the text Klimova et al (2024) also supported that ChatGPT’s ability to help students refine their writing features: writing styles, vocabulary use, and

grammar, all of which contribute to the development of writing skills among students This is particularly beneficial for students needing additional support ChatGPT’s responses can also help students notice gaps in their writing (Warschauer et al., 2023), and therefore refine their essays further

This capacity is then validated by the study of Song and Song (2023) In their research comparing a control group of 50 students (receiving traditional writing instructions) and experimental group (receiving ChatGPT-assisted learning), the study found ChatGPT can greatly enhance students’ writing skill, with the most significant improvements in overall writing, idea organization, and language use Furthermore, most

of the interview participants assert their writing improvements are due to ChatGPT’s capacity to structure and organize their essays in the proofreading stage Other participants also praised ChatGPT’s guidance in making their essays clearer and more concise while ensuring the accuracy of grammar and vocabulary

In using ChatGPT to teach English writing, Mabuan (2023) explored teachers’ perceptions of using ChatGPT for teaching writing The main aim of the study was to investigate EFL Filipino teachers' perspectives regarding the integration of ChatGPT as

a supplementary tool Both quantitative data (an online questionnaire) and qualitative data (focus group interviews) were collected from participants of across various educational settings These EFL teachers confirmed ChatGPT’s ability to expand students’ vocabulary and improve their fluency by helping adult learners express their thoughts In writing lessons, ChatGPT can enhance students’ learning engagement through personalized feedback and increased language practice

These students’ perceptions agreed with teachers’ perceptions in Zaiarna et al (2024) They found ChatGPT enhances students' lexical variety by suggesting synonyms, advanced vocabulary, and alternative sentence constructions, allowing students to meet specific language criteria and expand their overall language proficiency These functions make ChatGPT a valuable tool not only for vocabulary development but also for refining writing quality and cohesion

In Vietnam, Nguyen (2023) also explored that teachers believed the tool could also provide instant feedback, which enhances students’ grammar, vocabulary, and overall writing abilities

In contrast to earlier research, teachers from Mahuan’s (2024) research papers had mixed perceptions on its effectiveness, indicating their uncertainty whether the tool would improve students’ writing skill compared to the traditional method Therefore,

these teachers suggest using the tool alongside traditional methods and emphasize the need for more training

In general, previous studies somewhat agree with the idea that ChatGPT’s ability can provide language-related guidance to students However, they can further investigate the quality of these responses, for example, what specific grammatical structures ChatGPT is good at giving assistance or potential difficulties in receiving these revisions More in-depth insights into these specific points would enable EFL teachers or students

to better implement this tool into the editing stage

For IELTS learners, ChatGPT can be a valuable learning partner for improving their IELTS essays This tool can allow them to overcome writers’ blocks, which is a widespread issue for Task Response (Cullen, 2017) Furthermore, as ChatGPT can also offer students more vocabulary and grammatical structures, their respective aspects of Lexical resource and Grammatical Range and Accuracy would be improved as well Finally, as students’ ideas are now better organized, their Coherence and Cohesion score would be higher

2.4.2 Creating Interactive and Innovative Learning Environment

Recent studies highlight ChatGPT's potential to create interactive learning environments by tailoring content to individual interests, providing intellectually stimulating material, and simulating human responses (Mhlanga, 2023; Kim et al., 2023) This approach makes learning more relevant and engaging, allowing students to explore subjects at their own pace and depth

Baskara (2023) discussed how ChatGPT's natural language capabilities make it an engaging and motivating tool for EFL writing instruction The immersive and interactive writing experience offered by ChatGPT sustains students’ engagement throughout learning process This combination of immediacy and interaction creates a dynamic learning atmosphere that keeps students actively involved

Extending the concept of an engaging learning environment, ChatGPT also facilitates group work activities Kasneci et al (2023) discussed the role of ChatGPT in allowing multiple students to work together on projects Mahapatra (2024) added that ChatGPT promotes peer collaboration, speeds up task completion, and helps create strong topic sentences while reducing brainstorming time Strobl et al (2024) further suggested that collaboration initiated by peer discussions is a significant trigger for making revisions based on writing samples in EFL classes

In China, Ying’s study (2023) supported these findings, suggesting assisted group work aligns with the concept of Zone of Proximal Development of Vygotsky (1978) This theory indicates that ChatGPT, acting as a ‘more knowledgeable other’ provides tailor-made responses that can help learners complete tasks that would be otherwise beyond their current abilities.

ChatGPT-Corroborating previous findings, Shahid et al (2023) aimed to compare traditional writing instruction with ChatGPT-assisted language learning, using questionnaire and observation Participants included 200 EFL students and 20 EFL teachers The result was that 70% of students were fond of AI-assisted activities, and observations indicated a higher level of student engagement and participation during ChatGPT-assisted conversational exercises compared to traditional teaching methods

To conclude, Athanassopoulos et al (2023) asserted the multi-faceted capacities

of ChatGPT, such as text summarization, problem-solving, and content and grammar correction For IELTS education, these features can enhance students’ engagement and overall learning outcomes

2.4.3 Allowing Personalized Learning via Personalized Feedback

First of all, it is important to examine “personalized learning”, a learning instruction closely related to personalized feedback (Shemshak & Spector, 2020) According to these two researchers, personalized learning is based on how students engage in social interaction to construct knowledge based on their prior knowledge This form of learning should allow learners to meet their individual needs through activities, content, and strategies that best fit their strengths, weaknesses, and learning interests In these aspects, ChatGPT can provide students with personalized feedback, allowing them

to learn at their own pace, objectives, and personal preferences

Bozic and Poola (2023) identified ChatGPT can offer personalized feedback by analyzing learning patterns and recommending suitable resources This can enhance learning interest and effectiveness Aligning with previous studies, Derakhshan and Ghiasvand (2024) conducted in-depth interviews with 30 EFL teachers They then found ChatGPT’s role as a valuable tool for supporting L2 learning by promoting learner autonomy, providing real-time feedback, and increasing engagement Their study highlights that ChatGPT aids teachers in lesson planning and personalized feedback, confirming its potential to enhance instructional effectiveness across teaching stages

This viewpoint was then validated by Limo et al (2023), who surveyed 287 university students These students highlighted ChatGPT's capacity to provide immediate

feedback on grammar, sentence structure, and overall organization This instant feedback mechanism helps students improve their writing skills rapidly, enhancing a more personalized learning experience for EFL learners Likewise, Ying’s study (2023) found participants showed appreciation for ChatGPT's adaptability to individual learning needs The study reveals that ChatGPT provides tailored support and guidance, enhancing the personalized learning experience for EFL learners.

Notably, ChatGPT-assisted personalized learning goes beyond surface-level corrections and engages students in a process of self-reflection In this respect, Warschauer et al (2023) found that personalized feedback helps students identify gaps

in their writing based on ‘inner feedback’ When comparing their essays with writing samples, students notice their strengths and weaknesses in writing (Nicol, 2020)

Similarly, in Vietnam, EFL teachers showed their interests in ChatGPT’s capacity

of providing personalized learning in language assessment (Yen et al., 2024) These teachers thought that students can freely explore the topic at their own learning pace, needs and preferences This can be particularly useful for students too hesitant to ask questions in class, fostering a sense of completing challenging tasks in a more personalized and tutor-like learning environment

In conclusion, regarding students’ benefits of using ChatGPT, current studies highlight the potential of ChatGPT in providing students with personalized feedback, facilitating personalized learning among students In IELTS preparation courses, this can help them better understand their current mistakes across four marking criteria and avoid similar ones in the future

2.5 Problems of Using ChatGPT in Teaching English Writing Skills

Although there has been little research done on problems of using ChatGPT in teaching IELTS writing skills, it is also crucial to analyze problems or drawbacks of applying this AI-driven tool in teaching English writing skills in general this analysis helps identify key theoretical issues relevant to the current study

The problems of integrating ChatGPT into English writing classes can be categorized into three groups: technology-related, teacher-related, and student-related problems

2.5.1 Technology-related Problems

ChatGPT’s responses may be biased, inaccurate, or repetitive, lengthy, and

nonsensical This is because ChatGPT cannot understand or critically judge the information from its database (Mhlanga, 2023), and it operates by making educated

guesses through comparisons with the most relevant existing data (Hong, 2023; OpenAI, n.d.).

2.5.1.1 Providing biased, inaccurate, and outdated responses

First of all, if this database is biased, it may generate responses that lean toward a particular issue (Bozic & Poola, 2023) This can amplify existing societal issues and unfairness, adversely affecting language education (Kasneci et al., 2023)

Inaccuracy in ChatGPT-generated responses is another concern For example, Kohnke et al (2023) noted that the tool sometimes omits articles before singular nouns, such as "house," leading to errors like "house" instead of "a house" Agreeing on this point, participants from the study of Fyfe (2023) further stated that sometimes ChatGPT fabricates information or even non-existing references in professional wording, making them appear more convincing This can be very dangerous as students, especially young ones, may learn from these incorrect suggestions (Kohnke et al., 2023) Therefore, Mabuan (2024) recommended that teachers guide learners to always critically evaluate the answers provided by the tool

When receiving ChatGPT’s responses, students are advised to assess the relevance and accuracy of revisions made by ChatGPT as it may not always be accurate (Su et al., 2023) or suitable for their needs (Steiss et al., 2024)

Furthermore, the information may not be updated because ChatGPT cannot access websites for latest information (Hong, 2023)

2.5.1.2 Providing repetitive, lengthy, and nonsensical responses

ChatGPT's responses are often wordy and formulaic, as noted by Cotton et al (2023) and acknowledged by its developers: 'ChatGPT sometimes writes plausible-sounding but nonsensical answers and overuses certain phrases' (OpenAI, n.d.)

2.5.2 Teacher-related Problems

Compared to the other types of issues, problems related to teachers are less widely investigated

2.5.2.1 Lacking awareness of ChatGPT

Current studies have superficially explored this challenge of using ChatGPT for EFL teachers Notably, a lack of technological proficiency among EFL educators, due to the novelty of ChatGPT, hinders its adoption (Kasneci et al., 2023) Giving evidence to this issue, participants in Mabuan (2024) expressed the need for a strong understanding

of the tools’ features and limitations to effectively integrate it into their teaching practices

A similar finding can be observed in Vietnam In a quantitative study of Nguyen (2024), participants have a mixed understanding of ChatGPT in teaching English skills Some of them had misconceptions about its abilities and limitations For example, while some teachers mistakenly believed that it had a continuously updated dataset, others thought its function was similar to a search engine

Similarly, Iqbal et al (2022) found that university faculty expressed concerns about ChatGPT’s integration in the classroom, primarily due to fears of promoting dependency and academic dishonesty Using the Technology Acceptance Model (TAM), the study revealed that perceived usefulness and ease of use significantly affect teachers' willingness to adopt AI tools like ChatGPT These findings highlight the importance of providing teachers with adequate training and support to ensure they feel confident and knowledgeable about the technology's role and limitations This approach can ensure an effective implementation of ChatGPT inside the classroom (Bozic & Poola, 2023)

2.5.2.2 Requiring an understanding of ChatGPT-assisted teaching methods

Notably, ChatGPT may not fit well with all types of activities Baskara (2023) asserted activities and tasks developed with ChatGPT must align with its abilities and limitations while supporting students' learning and development While designing these activities, teachers should identify the types of writing tasks suitable for ChatGPT, the level of guidance and support students can receive, and their roles in the learning process Additionally, tasks requiring high creativity or originality may be challenging for ChatGPT to support Conversely, tasks involving structured and formulaic language, such as fill-in-the-blank exercises, may be more suitable for ChatGPT The use of ChatGPT in teaching writing, therefore, requires careful design and implementation to ensure effectiveness

Furthermore, integrating ChatGPT into lessons is not an easy task, as students may become more passive (Nguyen, 2024) Therefore, teachers need to use ChatGPT to create more interactive activities that can promote critical thinking and independent thinking Furthermore, changes in activities often require changes in teaching roles However, this study did not specifically mention how ChatGPT can either support creating these activities or change these roles

2.5.3 Student-related Problems

In addition to problems directly related to technology and teachers, current studies

also highlighted three main student-related problems

2.5.3.1 Making students over-reliant on ChatGPT