Teachers’ Experiences with Generative AI as Co-Pilots in High School L2 Writing Instruction: A Case in Vietnam

The rapid incorporation of generative AI tools in second language (L2) instruction, particularly in writing, is reshaping the landscape of second language education. This study focuses on the experiences and viewpoints of high school L2 writing teachers regarding the use of AI Chatbots in the writing classroom. The study employed semi-structured interviews with 12 teachers using AI tools, such as ChatGPT and Google Bard, in their classrooms for at least a semester. The analysis of the interview transcripts revealed teachers’ perceptions about changing roles of authorship and their evolving responsibilities in AI-assisted writing. Other significant themes included the need for ensuring academic integrity, making pedagogical adjustments, addressing ethical issues related to bias and plagiarism risks, and engaging in continuous professional development for AI literacy. While acknowledging the potential of AI to enhance engagement and offer personalized support, teachers also stressed the significance of critical thinking and human creativity. The study provides useful insights into the effective blending of AI capabilities with traditional writing pedagogy. As L2 writing instruction continues to advance with technology, research focusing on teachers’ experiences will be vital in guiding responsible integration in educational environments.