STUDENTS’ PERCEPTIONS OF GENERATIVE AI IN ACADEMIC WRITING FOR ESP COURSES
DOI:
https://doi.org/10.63506/jilc.1002.438Keywords:
Generative AI; academic writing; English for Specific Purposes; Technology Acceptance Model; AI literacyAbstract
This descriptive survey examines English-major undergraduates’ perceptions of generative artificial intelligence (AI) as a tool to support academic writing in ESP courses. Data were collected from 123 students at a public university in Hanoi through a Vietnamese questionnaire combining five-point Likert items and open-ended questions. The analysis draws on Technology Acceptance Model, AI literacy, academic ethics, and ESP genre-based pedagogy. Students generally perceived generative AI as useful for idea generation, language checking, terminology support, and academic genre awareness. However, they also reported concerns about inaccurate outputs, limited confidence in evaluating AI-generated content, and unclear ethical boundaries. The findings therefore suggest the need for cautious pedagogical integration. ESP instruction may benefit from explicit support for critical evaluation, discipline-sensitive prompting, responsible use, and clearer institutional guidance on acceptable AI-assisted academic writing practices.
Downloads
References
Barrett, A., & Pack, A. (2023). Not quite eye to A.I.: Student and teacher perspectives on the use of generative artificial intelligence in the writing process. International Journal of Educational Technology in Higher Education, 20, Article 59. https://doi.org/10.1186/s41239-023-00427-0
Belcher, D. D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly, 40(1), 133–156. https://doi.org/10.2307/40264514
Bhatia, V. K. (1993). Analysing genre: Language use in professional settings. Longman. https://www.taylorfrancis.com/books/mono/10.4324/9781315844992/analysing-genre-bhatia
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chen, C., & Gong, Y. (2025). The role of AI-assisted learning in academic writing: A mixed-methods study on Chinese as a second language students. Education Sciences, 15(2), 141. https://doi.org/10.3390/educsci15020141
Crompton, H., Edmett, A., Ichaporia, N., & Burke, D. (2024). AI and English language teaching: Affordances and challenges. British Journal of Educational Technology, 55(6), 2503–2529. https://doi.org/10.1111/bjet.13460
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Derakhshan, A. (2025). Tracking the effects of Gemini as a GenAI tool on L2 learners' writing proficiency and anxiety: Latent growth curve modelling approach. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-025-01042-5
Do, H. M. L., Nguyen, T. T. N., Nguyen, L. M. T., Nguyen, L. T. L., & Cao, T. X. L. (2026). Using AI chatbots for self-regulated writing: EFL students’ practice, perceptions, and support needs. Journal of Inquiry into Languages and Cultures, 10(1), 1–17. https://doi.org/10.63506/jilc.1001.414
Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press. https://assets.cambridge.org/97805215/96756/excerpt/9780521596756_excerpt.pdf
Gayed, J. M., Carlon, M. K. J., Oriola, A. M., & Cross, J. S. (2022). Exploring an AI-based writing assistant's impact on English language learners. Computers and Education: Artificial Intelligence, 3, article 100055. https://doi.org/10.1016/j.caeai.2022.100055
Ho, T. Q. N. (2017). English learning needs of business administration students: Factors to consider in ESP curriculum development. Journal of Inquiry into Languages and Cultures, 1(1), 59–71. https://jilc.vn/index.php/jilc/article/view/260
Hutchinson, T., & Waters, A. (1987). English for specific purposes. Cambridge University Press. https://www.academia.edu/35231434/English_for_Specific_Purposes_A_learning_centred_approach
Kılıç, E., & Çelik, H. E. (2025). Factors affecting acceptance of ChatGPT-4o by English language instructors: The extended TAM approach. Computers and Education: Artificial Intelligence, 9, article 100452. https://www.sciencedirect.com/science/article/pii/S2666920X2500092X
Kohnke, L. (2024). Exploring EAP students' perceptions of GenAI and traditional grammar-checking tools for language learning. Computers and Education: Artificial Intelligence, 7, article 100279. https://doi.org/10.1016/j.caeai.2024.100279
Lai, T. K. L., & Trinh, H. L. (2025). The effects of ChatGPT on academic writing proficiency among English-majored undergraduates at a university. VNU Journal of Foreign Studies, 41(3), 92–109. https://doi.org/10.63023/2525-2445/jfs.ulis.5514
Li, B., Tan, Y. L., Wang, C., & Lowell, V. (2025). Two years of innovation: A systematic review of empirical generative AI research in language learning and teaching. Computers and Education: Artificial Intelligence, 9, article 100445. https://doi.org/10.1016/j.caeai.2025.100445
Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1–16). ACM. https://doi.org/10.1145/3313831.3376727
Mo, Z., & Crosthwaite, P. (2025). Exploring the affordances of generative AI large language models for stance and engagement in academic writing. Journal of English for Academic Purposes, 75, article 101499. https://doi.org/10.1016/j.jeap.2025.101499
Ngo, T. N., & Hastie, D. (2025). Artificial intelligence for academic purposes (AIAP): Integrating AI literacy into an EAP module. English for Specific Purposes, 77, 20–38. https://doi.org/10.1016/j.esp.2024.09.001
Nguyen, T. C. N. (2017). Aligning English for specific purposes (ESP) curriculum with industry needs: Language practices for Vietnam's globalised workplaces [Doctoral dissertation, Queensland University of Technology]. https://eprints.qut.edu.au/110536/1/Thi%20Chau%20Ngan_ _Thesis.pdf
Nguyen, T. H. H., Pham, T. Q. H., Nguyen, T. H., & Le, T. N. D. (2025). Ứng dụng ChatGPT khi viết học thuật của sinh viên ngành Ngôn ngữ Anh trong các học phần giảng dạy bằng tiếng Anh: Nghiên cứu tại Đại học Kinh tế Quốc dân. Tạp chí Giáo dục, 25 (số đặc biệt 10), 406–411. https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/4566
Pennycook, A. (1997). Vulgar pragmatism, critical pragmatism, and EAP. English for Specific Purposes, 16(4), 253–269. https://doi.org/10.1016/S0889-4906(97)00019-7
Sanz-Tejeda, A., Domínguez-Oller, J. C., Baldaquí-Escandell, J. M., Gómez-Díaz, R., & García-Rodríguez, A. (2026). The impact of generative AI on academic reading and writing: A synthesis of recent evidence (2023–2025). Frontiers in Education, 10, article 1711718. https://doi.org/10.3389/feduc.2025.1711718
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, article 1260843. https://doi.org/10.3389/fpsyg.2023.1260843
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge University Press. https://archive.org/details/genreanalysiseng0000swal
Tran, T. N. M. (2025). Factors affecting the use of ChatGPT in academic writing perceived by English-majored students. VNU Journal of Foreign Studies, 41(3), 110–125. https://doi.org/10.63023/2525-2445/jfs.ulis.5519
Wu, C., Moorhouse, B. L., Wan, Y., & Wu, M. (2026). Exploring PhD students' utilization of generative AI in academic writing for publication purposes: Insights for EAP. Journal of English for Academic Purposes, 79, article 101612. https://doi.org/10.1016/j.jeap.2025.101612
Downloads
Published
Issue
Section
How to Cite
