APPLYING CHATGPT TO OPTIMIZE EFL TEACHING AND ASSESSMENT

Dinh Tri Dien, Ho Bich Nhu, Bui Phuong Thao

Abstract


In the context of artificial intelligence (AI) increasingly influencing education, this study explored the integration of ChatGPT, a large language model, by OpenAI – into teaching and assessing English as a Foreign Language (EFL) in a university in Vietnam. Based on the theoretical frameworks TPACK, CLT, TBLT and Vygotsky’s social constructivism, the study surveyed 16 English lecturers with a survey questionnaire combining multiple-choice and open-ended questions on their familiarity, usage, and experience in teaching and assessing English when applying ChatGPT. The results showed that the majority of participants integrated ChatGPT into their teaching, especially in lesson planning, vocabulary development, communication task design, and writing assessment. The tool was rated as “quite accurate”; however, users still emphasized the important role of teacher supervision and adjustment. The study also noted moderate satisfaction with ChatGPT, while reflecting on challenges such as lack of training, barriers to access, dependency risks, and ethical concerns. Based on these findings, this study proposes practical recommendations for professional development, curriculum adaptation, and the issuance of guidelines for the ethical use of AI. In doing so, the study contributes to the growing discourse on AI applications in EFL education, especially in Vietnam, to optimize both teaching and assessment through technology platforms.

 

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Keywords


ChatGPT, artificial intelligence (AI), EFL teaching, language assessment, Vietnamese education

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References


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DOI: http://dx.doi.org/10.46827/ejel.v10i1.6084

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