A Systematic Review of How ChatGPT is Perceived and Utilized in EFL Writing Classes: Implications for Vietnam
DOI:
https://doi.org/10.54855/acoj.2516115Keywords:
ChatGPT, AI, systematic review, perception, integration, digital pedagogyAbstract
Since its debut, ChatGPT has emerged in heated discussions among language teachers and educators. This paper presents a systematic literature review of teachers’ perceptions on integrating ChatGPT, which is an OpenAI-developed large-scale generative language model used in English as a Foreign Language (EFL) writing classes in higher education. The study aims to provide a comprehensive overview of current research on how ChatGPT is perceived and utilized in writing classes. For the systematic review, a total of 118 research articles published from November 2022 to April 2024 were collected based on specific keywords. After applying inclusion and exclusion criteria, 29 publications were selected for review. Findings indicate diverse perspectives among higher education teachers regarding ChatGPT's utility. Additionally, its integration in higher education EFL writing classes is still in its early stages, with the current emphasis on content revision, proofreading, prompt creation, idea generation, and providing personalized feedback. These results underscore the need for ongoing research, urging Vietnamese teachers to carefully consider ChatGPT's integration. There is a pressing demand for training both teachers and students in higher education in the Vietnamese EFL context to address the issues of academic integrity, critical thinking, and the challenges associated with home-based assessments.References
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