Bui Thanh Nga
Phenikaa University
About
She is a lecturer at the Faculty of English, Phenikaa University, with approximately 20 years of experience as a lecturer and teacher trainer. She has participated in many professional development projects and presented at national and international TESOL conferences. She received her master’s degree in 2010 and has gained a number of English Language Teaching Certificates from organizations such as WorldWideLink and VSTC. She is dedicated to teaching English language skills and English for specific purposes, and to conducting studies to improve teaching and learning, particularly research on ELT methodology, ICT, language assessment, and contrastive linguistics. She can be reached at nga.buithanh@phenikaa-uni.edu.vn.Sessions
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.
