Hien Nguyen
About
Hien Nguyen holds a Master’s degree in TESOL and is currently a freelance English tutor. She also works in Program Management for the full‑time Master of Science in Management at Nyenrode Business University in the Netherlands. Her research interests include EFL learning acquisition, AI‑supported language learning, the student support service ecosystem, and intercultural teaching and learning.Sessions
Presentation The Revised Bloom’s Taxonomy Framework in EFL: Pedagogical Applications for Students’ Critical Thinking Development more
Sat, Jun 13, 14:05-14:30 Asia/Tokyo
The rise of EFL students’ GenAI-like writings has raised concerns about their critical thinking abilities. The revised Taxonomy of Educational Objectives (Krathwohl, 2002) offers a recognized framework for cultivating those cognitive abilities. While existing papers focus on the use of GenAI tools and its connection with Bloom’s taxonomy, the critical gap remains in understanding how to enhance EFL students’ critical thinking such as evaluation and creation in the age of GenAI. Grounded in a socio-cognitive framework, this study examines how EFL students’ higher-order thinking develops through writing tasks when spontaneous student-instructor conversations - Interactive Oral Assessments (IOAs) guided by the revised taxonomy, are used. A focus group of ten second-year English majors in an EFL Writing course participated in this qualitative project. Data from entry and exit meetings, audio-recordings, semi-structured interviews, writing samples, AI chat history were analyzed. A finding suggests that the intervention of IOA positively influences the students’ ability to analyze and evaluate the AI-generated content as critical steps in scaffolding their writing assignments. Additionally, emphasizing higher-order thinking processes has increased original argumentations in student works. The study indicates IOA is a potential assessment tool to raise EFL students’ awareness on how to use AI critically.
Presentation Interactive Oral Assessment: A Catalyst for Enhancing Academic Integrity and Critical thinking in AI-assisted learning more
Sat, Jun 13, 15:15-15:40 Asia/Tokyo
This qualitative study aims to explore Interactive Oral Assessment (IOA) as the real-time oral interaction in helping students critically respond to AI-generated contents, and to synthesize and reconstruct their written work beyond AI suggestions. The IOA questions, designed using the six-level scale from Bloom’s taxonomy, are considered to enhance academic integrity among EFL learners in their writing classes. Ten second-year English majors at a university in Vietnam participated in this study. Data from student reflections, semi-structured interviews, students’ writing samples, and AI usage history were analyzed. Findings suggest that IOA positively influences students’ responsibility regarding their use of AI-powered tools to aid their writing processes. Rather than solely relying on AI to generate answers related to vocabulary or sentence structures (Level 1- Bloom Taxonomy), participants began to prompt questions that reveal their ability to analyze or evaluate the ideas provided (Level 3 or 4). Additionally, the study confirms the positive impact of IOA in enhancing the originality of student work. The importance of this study lies in its suggestion to develop IOA as a robust assessment framework that leverages AI-powered writing tools while upholding academic integrity—emphasizing students’ responsibility and ownership in the EFL writing classroom.