INTEGRATING ARTIFICIAL INTELLIGENCE TOOLS IN TEACHING ENGLISH WRITING TO UNIVERSITY STUDENTS: A REVIEW-BASED STUDY AND PEDAGOGICAL IMPLICATIONS

Tóm tắt

The emergence of generative artificial intelligence (AI), particularly ChatGPT, is transforming English writing instruction in higher education. This paper synthesizes and critically reviews recent empirical studies (2023 - 2025) on the use of generative AI tools in teaching university-level English writing, with a focus on to the Vietnamese context and Hai Phong University. Using a secondary data analysis approach, six peer-reviewed studies from Asian countries were analyzed to identify key trends, benefits, and challenges. The findings indicate that AI tools enhance grammatical accuracy, academic vocabulary, coherence, idea development, and learner motivation by providing timely and personalized feedback. However, concerns regarding over-reliance, reduced creativity, and academic ethics remain. The paper argues that generative AI should be integrated as a pedagogical support and proposes context-sensitive strategies for responsible and effective implementation in English writing instruction.