ENGLISH-MAJOR STUDENTS’ PERCEPTIONS OF AI-ASSISTED IELTS WRITING TASK 2 PRACTICE IN HIGHER EDUCATION: A QUALITATIVE STUDY AT THANH DO UNIVERSITY, VIETNAM
DOI:
https://doi.org/10.37792/jeswmn23Keywords:
artificial intelligence, IELTS Writing Task 2, AI-assisted writing, English-major students, learner perceptions, EFL writingAbstract
This study investigated English-major students’ perceptions of AI-assisted tools in IELTS Writing Task 2 practice at Thanh Do University, Vietnam. The study aimed to explore how students perceived the usefulness and challenges of using AI-assisted writing technologies during IELTS-oriented writing activities. A qualitative research design was employed, involving semi-structured interviews with 15 third-year English-major students enrolled in the Integrated English 2 course during the second semester of the 2025 academic year. The participants had experience using AI-assisted tools such as ChatGPT, Grammarly, and Gemini to support IELTS Writing Task 2 practice. Interview data were analyzed using thematic analysis. The findings revealed that students generally perceived AI-assisted writing tools positively due to their usefulness in idea generation, essay organization, grammar correction, vocabulary enhancement, and self-study support. Participants also believed that AI technologies improved writing confidence and encouraged learner autonomy. However, concerns regarding overreliance on AI-generated content, reduced independent thinking, and the reliability of AI-generated feedback were also identified. The study highlights the potential of AI-assisted writing technologies as supplementary learning resources in IELTS-oriented writing instruction while emphasizing the importance of responsible and balanced AI integration in higher education contexts.
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