Dr. Thi Huong Thao Dang
Hanoi Open University
About
She is working for the Faculty of English at Hanoi Open University. She has more than 15 years of experience as a master trainer for teachers at primary, secondary, and high schools across different regions in Vietnam. She has gained many English Language Teaching Certificates from organizations such as the British Council and RELO. She received her PhD in Linguistics in 2018. Furthermore, she has presented at numerous national and international TESOL conferences, including Asia TEFL, Engaging Vietnam, Thai TESOL, CamTESOL, and VietTESOL. She has participated in many professional development projects as a leader, a facilitator, and an advisor. Her research interests include ELT methodology, learner autonomy, ICT, and contrastive linguistics. She can be reached at thaomanhutehy@gmail.comSessions
Presentation AI-Mediated Feedback and Draft Revision: A Classroom-Based Study of IELTS Task 1 Writing more
This classroom-based study examines the effectiveness of AI-mediated feedback in supporting draft revision in IELTS Academic Writing Task 1 (table description). The study aims to determine whether structured ChatGPT-assisted revision leads to measurable improvements in grammatical accuracy, lexical resource, and the use of linking words. Fifty third-year English-major students produced an initial draft independently and subsequently revised their texts using guided prompts to obtain AI-generated feedback. The study adopted a within-subjects design. Draft 1 and Draft 2 were compared across grammatical accuracy, lexical resource, and linking devices. A post-task questionnaire was used to explore students’ perceptions of AI-supported revision, including perceived usefulness, confidence, and concerns about over-reliance. Quantitative findings indicate reductions in grammatical errors and increased lexical variation and use of linking expressions in revised drafts. Survey responses suggest improved confidence in language use, although some participants reported concerns about potential overreliance on AI suggestions. The study highlights the pedagogical potential of AI-mediated feedback while emphasizing the need for guided use and feedback literacy in CALL-based writing instruction.
