EFL STUDENTS’ USE OF ARTIFICIAL INTELLIGENCE (AI) IN CONDUCTING GRADUATION THESES IN A VIETNAM UNIVERSITY

Abstract

The integration of artificial intelligence (AI) across various aspects of life has gained significant attention, particularly in education. AI has profoundly reshaped the way students acquire knowledge and apply it in academic endeavors, which is especially impactful for English as a Foreign Language (EFL) students undertaking graduation theses. This study explores three key aspects: (1) the extent to which EFL students utilize AI in their thesis work, (2) the benefits they gain from utilizing AI during this process, and (3) the challenges they encounter. Employing a mixed-method design, the study collected quantitative data through a questionnaire to examine students' AI usage and their perceptions of its application in thesis completion. Qualitative insights were obtained via interviews, shedding light on the benefits and challenges students face. Participants included senior English-major students enrolled in three programs: English Studies, English Interpretation and Translation, and English Teacher Education at the School of Foreign Languages, Can Tho University. A total of 100 students responded to the questionnaire, and 12 students participated in the interviews. Findings revealed that AI is extensively used, particularly during the literature review stage, where students rely on it to source and synthesize relevant studies. Among various AI tools, ChatGPT emerged as the most commonly utilized AI tool. Quantitative data highlighted key motivations for AI adoption, including idea generation, enhanced efficiency, and improved writing quality. Correspondingly, qualitative data identified four primary benefits: increased time efficiency, improved academic writing quality, enhanced concept development, and a more streamlined research process. Despite these advantages, students faced notable challenges, such as financial constraints, concerns about accuracy, risks of dependency, limitations in writing capabilities, and ethical dilemmas. Many participants also expressed apprehensions regarding over-reliance on AI and its implications for academic integrity. These findings emphasize the transformative potential of AI in EFL students’ thesis work. However, they also highlight the complexities it introduces, underscoring the need for balanced and ethical AI usage policies in academia.