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<p>Generative artificial intelligence (AI) tools like ChatGPT are increasingly shaping academic practices, offering new opportunities for language learning but also raising concerns about uncritical reliance on machine-generated outputs. This qualitative case study examines how a short, structured intervention supported Vietnamese undergraduate and graduate students in developing critical, strategic, and ethical engagement with ChatGPT. A 90-min workshop, grounded in experiential and reflective pedagogy, introduced the critical AI engagement framework, a five-phase instructional framework designed to scaffold learners’ evaluation and responsible use of generative AI. Forty-four English as a foreign language (EFL) students (<i>N</i> = 44) participated, and 25 provided voluntary post-workshop reflections, which were analyzed thematically. Findings indicate that the intervention fostered (a) heightened awareness of AI’s limitations, (b) emerging ethical reasoning regarding academic integrity and misinformation, and (c) adoption of practical strategies for verifying and refining AI outputs. By foregrounding learner perspectives in a non-Western, resource-constrained context, this study offers a replicable pedagogical model for integrating AI literacy into EFL instruction. Implications are discussed for instructional design, teacher education, and policy development to promote equitable and responsible AI integration.</p>

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Critical Thinking in Vietnamese EFL Students’ Use of Generative AI Tools for Academic Learning: Qualitative Insights from a Brief Intervention

  • 期刊论文

  • 发表日期：

    2026年1月27日

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  • Ngo Cong-Lem,
  • Thang Tat Nguyen,
  • Khanh Nhat Hoang Nguyen,
  • Quyen Nhat Hoang Nguyen

摘要

Generative artificial intelligence (AI) tools like ChatGPT are increasingly shaping academic practices, offering new opportunities for language learning but also raising concerns about uncritical reliance on machine-generated outputs. This qualitative case study examines how a short, structured intervention supported Vietnamese undergraduate and graduate students in developing critical, strategic, and ethical engagement with ChatGPT. A 90-min workshop, grounded in experiential and reflective pedagogy, introduced the critical AI engagement framework, a five-phase instructional framework designed to scaffold learners’ evaluation and responsible use of generative AI. Forty-four English as a foreign language (EFL) students (N = 44) participated, and 25 provided voluntary post-workshop reflections, which were analyzed thematically. Findings indicate that the intervention fostered (a) heightened awareness of AI’s limitations, (b) emerging ethical reasoning regarding academic integrity and misinformation, and (c) adoption of practical strategies for verifying and refining AI outputs. By foregrounding learner perspectives in a non-Western, resource-constrained context, this study offers a replicable pedagogical model for integrating AI literacy into EFL instruction. Implications are discussed for instructional design, teacher education, and policy development to promote equitable and responsible AI integration.