English-Major Students' Perceptions of Using AI for IELWriting Task 2

Abstract

"Artificial Intelligence (AI) tools such as ChatGPT, Grammarly, and Quillbot have become increasingly prominent in English language learning, particularly in supporting academic writing. For English-majored students, developing strong argumentative writing skills for IELTS Writing Task 2 is essential; however, little is known about how they perceive the effectiveness of AI in this context. This study therefore aims (1) to examine English-major students’ perceptions of using AI tools to enhance their IELTS Writing Task 2 performance, and (2) to determine whether these perceptions differ by gender and year of study. A mixed-methods approach was adopted. Quantitative data were collected from 104 English-majored students at Can Tho University using a questionnaire grounded in an extended Technology Acceptance Model (TAM), which included Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Perceived Effectiveness (PEF), Attitude (ATT), and Behavioral Intention (BI). Qualitative data were obtained from semi-structured interviews with four students to provide deeper insight into their experiences. Findings showed that students generally held positive perceptions toward AI, reporting high levels of usefulness, ease of use, and perceived effectiveness, particularly in idea development, coherence, vocabulary, and grammatical accuracy. While no significant differences were found between males and females, perceptions differed significantly across years of study, with senior students demonstrating higher levels of acceptance and perceived effectiveness. Thematic analysis further revealed six key themes, including AI as a scaffold for idea generation, language enhancement, and strong intentions to continue using AI. Overall, the study offers valuable insights into learners’ acceptance of AI-assisted writing and underscores the potential of AI tools in supporting IELTS writing development in higher education."