THE INTERPLAY BETWEEN VIETNAMESE EFL STUDENTS’ ARTIFICIAL INTELLIGENCE LITERACY AND TOOL USAGE FOR ACADEMIC WRITING

Abstract

Artificial intelligence has rapidly been integrated into education, which has substantially impacted academic writing, especially among EFL students. This study investigates Vietnamese EFL students’ artificial intelligence literacy and tool usage for writing, and the correlation between these two aspects. A quantitative study using a questionnaire was conducted with 214 English major students at a private university. The results reveal that students had a moderate level of artificial intelligence literacy, with higher competence in awareness and usage but weaker skills in critical evaluation and ethical considerations. Similarly, artificial intelligence tool usage in writing was found to be moderate. Notably, students mainly employed the tools for grammar and spelling correction, paraphrasing, and time-saving functions. Moreover, the study identified a moderate but significant positive correlation between artificial intelligence literacy and tool usage. The findings underscore the need for enhancing students’ artificial intelligence literacy level, especially critical evaluation, and ethical awareness to promote students’ engagement with artificial intelligenceassisted writing tools.