Vietnamese EFL Teachers’ Views and Responses to Generative AI in the Context of Academic Integrity

Abstract

This research explores the viewpoints and reactions of 31 Vietnamese English as a Foreign Language (EFL) educators concerning academic integrity issues arising from the integration of artificial intelligence (AI), particularly chatbots like ChatGPT, in foreign language education. Utilizing an open-ended survey, teachers were asked to express their opinions on dishonesty, pinpoint perceived causes, delineate consequences for students involved in AI-based plagiarism, and articulate their instructional strategies to address the issue. Descriptive statistics and thematic analyses revealed that teachers primarily linked students' AI-driven plagiarism to a lack of original ideas and insufficient learning attitudes and motivation. The excessive reliance on AI was identified as a barrier to skill development and critical thinking. In response to academic dishonesty, educators advocated for heightened regulations, the incorporation of plagiarism detection tools, and education on responsible AI utilization. These findings underscore the complex nature of teachers' perspectives on AI and dishonesty, underscoring the necessity for adapting pedagogies and assessments. The insights gleaned from this study contribute to a more profound comprehension of EFL instructors' viewpoints, providing valuable input for shaping policies and practices to foster academic integrity in the era of AI.

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