PERCEPTIONS TOWARDS AUTOMATED WRITING EVALUATION TOOLS IN ACADEMIC WRITING OF ENGLISH MAJOR STUDENTS AT CAN THO UNIVERSITY

Abstract

"With the increasing integration of Artificial Intelligence (AI) in education, Automated Writing Evaluation (AWE) tools have gained prominence in assisting students with academic writing. This study examines the perceptions of English major students at Can Tho University regarding the use of AWE, focusing on their preferences, perceived benefits, challenges, and the integration of AWE. Employing a mixed-methods approach, the research collects quantitative data through surveys from 121 students and qualitative insights through semi-structured interviews with 7 participants, which are analysed using thematic analysis. The findings indicate that while students recognise AWE tools as beneficial for improving writing accuracy and efficiency, concerns persist regarding over-reliance, limitations of automated feedback on higher-order academic writing skills, and the contextual appropriateness of suggestions. The study highlights the importance of a balanced approach that combines AWE with human feedback to foster students’ academic writing development. These insights contribute to the ongoing discourse on AI-assisted learning and its implications for higher education.

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