Enhancing writing skills through AI-powered tools: perceived benefits and challenges among Vietnamese EFL students

Abstract

Owing to the availability of the internet and the spread of AI in Vietnam, using AI tools as assistants is popular among students these days, particularly in learning English as a foreign language. This study investigates students’ perceptions of the benefits and challenges of using AI-powered tools in enhancing their writing skills in EFL classes at a university in Vietnam. Using a mixed-methods approach, the data for this study were collected from English-majored students at a university in Vietnam through a questionnaire (N = 314) and semi-structured interviews (N = 20). Quantitative data were analyzed using SPSS, while qualitative data were thematically analyzed to provide more profound insights. Findings indicate that students frequently use tools such as ChatGPT, QuillBot, and Claude for complex academic writing tasks, including essays, literature reviews, internship reports, and research papers. AI tools are employed across nearly all stages of the writing process and are perceived to enhance grammatical accuracy, time efficiency, idea generation, and vocabulary usage and reduce writing anxiety. A significant positive correlation was found between the frequency of AI use and the perceived writing benefits. However, the study also reveals several challenges, including concerns about overreliance, information overload, plagiarism, loss of personal writing style, limited critical thinking, and cultural misunderstandings. These findings support AI literacy programs that promote the critical and ethical use of AI in academic writing. While AI tools offer substantial support, their effective use depends on reflective engagement and guidance from educators to ensure students maintain originality, integrity, and independent thought.

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