Exploring Chatbot-assisted Strategies for Enhancing Writing Skills: Insighfrom First-Year and Fourth-Year English Majors at Can Tho University

Abstract

"This study investigates Chatbot-assisted writing strategies among English-major students at Can Tho University, focusing on first-year and fourth-year undergraduates. The research identified and examined six key strategies: Using Code-Mixed Prompts, Employing Writing Conventions, Adhering to Research Ethics, Ensuring Information Security, Seeking Help from Others, and Assuming Multiple Roles with a Human-Centered Approach. A mixed-methods design was adopted, combining survey data from 163 students with semistructured interviews conducted with six participants. Quantitative procedures included Descriptive Statistics, Independent-samples T-tests, and Chi-square tests, while qualitative findings provided deeper insight into students’ strategic behaviours and evolving expectations. The results showed a high rate of prior Chatbot use (95.7%) and revealed a clear developmental trajectory in how students integrate Chatbot-assisted strategies into their writing processes. Interview data further demonstrated deliberate bilingual prompting, strong ethical and privacy awareness, and an emerging tendency to shift from surface-level correction to more critical and reflective engagement with Chatbots. Overall, the findings portray Vietnamese EFL students as agentive and responsible users who incorporate Chatbots in a manner that supports, rather than replaces in writing development."