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Chatgpt on writing skills: Perception of English major Students at Nguyen Tat Thanh University : Master project in English Liguistics / Tran Ngoc Ha; Ho Van Han supervisors
Ho Chi Minh, City : Nguyen Tat Thanh University, 2024
72 pages ; 29 cm.
Ký hiệu phân loại (DDC): 428
This study investigates the perceptions of English major students at Nguyen Tat Thanh University regarding the use of ChatGPT in developing their writing skills. It also explores the factors influencing these perceptions, including the strengths and weaknesses associated with the integration of ChatGPT into their learning processes. This study employed a quantitative approach, surveying English major students from first to fourth year. The findings reveal that students primarily perceive ChatGPT as a beneficial tool for enhancing their writing abilities, particularly in generating learning materials, providing constructive feedback, and suggesting reading resources. However, concerns about over-reliance on ChatGPT and potential academic integrity issues were also noted. Additionally, the study identifies critical factors that influence students' perceptions, such as the importance of understanding ChatGPT‟s limitations, the need for specific prompts, and the role of teachers in guiding and encouraging appropriate usage. These insights highlight the evolving role of AI in academic writing and underscore the necessity for strategic implementation to maximize its benefits while mitigating potential drawbacks.
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The influence of genre-based activitieson students’ foreign language writing / Nguyen Thi Minh Tam // Tạp chí Khoa học Ngôn ngữ và Văn hóa : Journal of inquiry into languages and cultures . - 2020. - . - ISSN: 2525-2674



Ký hiệu phân loại (DDC): 418.007
The findings from recent studies ofgenres and genre-related issues reveal that learners’ genre awareness couldenhance their linguistic knowledgeandtheir language skills as well (Cheng, 2006;Johns, 2015). Students’ awareness of various genres may allow them to produce texts of different genres, many of which would potentially appear in their future job contexts. In this study, genre-based activities were employed in an English linguistic class. During seven weeks, the students, after being lectured on linguistic contents, practiced the linguistic knowledege and skills they learned through genre analysis activities and then follow-up activities. In the mid-term and end-term assignments, students were required to produce two texts of one and the same genre. The texts that students produced were then compared in terms of the agreement between language choices and communicative purposes to specify the changes in their English writing; observations and informal discussion were also conducted. The possible influences of genre-based activities on students English writing were then discussed.
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