A SURVEY ON BLENDED LEARNING MODEL USING AN AI-INTEGRATED MOBILE APPLICATION TO ENHANCE WRITING SKILLS FOR EFL FRESHMEN IN MEKONG DELTA, VIETNAM

Abstract

In the context of the 4.0 industrial revolution, mobile learning (M-learning) has emerged as a flexible educational solution, supporting students to study anytime, anywhere. This study aims to propose an empirical strategy to deal with the difficulties that non-English major students have been facing in writing skills. Apart from fixed class time in school, a blended learning model with AI engagement, such as ChatGPT and Grammarly, was considered a feasible approach in providing instant support and additional real-life opportunities for learners. Based on the TAM 2 of Venkatesh and Davis (2000), a quantitative survey was conducted with a total of 98 students at several higher education institutions in the Southeast region. Data were colelcted via the Google Form platform and a structured observation. This allows an evaluation of the model’s perceived usefulness (PU) and perceived ease of use (PEOU). SPSS 20 was used to analyse data. The results revealed positive attitudes, including the immediate feedback and convenience of mobile devices. Moreover, the research findings play a vital role in providing pedagogical meaning related to curriculum design and relevant policies for language teachers and for educators in Vietnam. Nevertheless, the study is not without its limitations, particularly the small sample size and the exclusive focus on non-English major students. The study holds specific significance, as it proposes strong implementation recommendations and research directions, ensuring the model's application prospects in the future.