STRATEGIC INTEGRATION OF CHATGPT IN TEACHING VIETNAMESE ARGUMENTATIVE WRITING TO FOREIGN CADETS AT A MILITARY ACADEMY IN VIETNAM
DOI:
https://doi.org/10.51453/3093-3706/2025/1340Keywords:
Vietnamese as a Foreign Language (VFL), ChatGPT, Argumentative writing, Military cadets, Human–machine collaborationAbstract
This study investigates the strategic integration of ChatGPT into teaching Vietnamese as a Foreign Language (VFL), focusing on argumentative writing instruction for 24 Lao military cadets at a Vietnamese military university. Over a 15-week action research cycle, ChatGPT was employed at stages such as brainstorming, model analysis, outlining, and editing, while being excluded during initial drafting to preserve student voice. Quantitative results revealed notable gains in argument structure and grammar. Qualitative data from learner journals demonstrated a progression from initial over-reliance to more selective, ethical, and reflective engagement. Teachers were pivotal in prompt design, metacognitive coaching, and fostering responsible AI use. The study concludes that, when scaffolded effectively, ChatGPT can enhance the teaching of VFL argumentative writing by promoting learner autonomy, genre awareness, and revision strategies. However, ethical guidance and pedagogical mediation remain essential to prevent cognitive offloading and maintain authorship integrity.
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