Articles

Vietnamese Non-English Majors’ Perceptions of the Impact of ChatGPT on Self-Directed Learning: A Study at a Public College

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ChatGPT has attracted considerable interest from educators and researchers in teaching English as a foreign language; however, there is not much empirical evidence about the effects of ChatGPT on EFL learners’ self-directed learning. The current study explores the impact of ChatGPT on self-directed learning among EFL learners in a Vietnamese public college. A mixed-methods research design was used. Both quantitative and qualitative data were collected through a questionnaire and semi-structured interviews through the participation of 144 non-English majors. Data were analyzed quantitatively through descriptive statistics and qualitatively through thematic analysis. Findings revealed that non-English majors mostly used ChatGPT for self-study, language practice, and answer verification. Furthermore, ChatGPT had a moderate positive effect on self-directed learning among participants, especially in terms of personal responsibility and self-regulation. However, ChatGPT’s role in promoting learner autonomy was rather insignificant. The findings imply that ChatGPT may be efficiently integrated into English learning, provided it is done alongside pedagogical guidance and critical assessment of ChatGPT responses by learners.

Situation of Professional Development via Self-Directed Learning of Social Work Students in Hanoi National University of Education

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This article focuses on the current situation of professional development (PD) capacity through self-directed learning (including knowledge, awareness, intervention skills, professional attitudes) of social work students in Hanoi National University of Education (HNUE). To achieve this goal, we conducted a random survey of 135 students by observation methods, and questionnaires. Self-directed learning (SDL) is one effective tool to enhance professional learning (which is a key component of professional development, in addition to professional identity and professional practice) because it oriented a process for students to achieve the desired results. Research results show that students’ awareness, attitudes, and skills of professional development via self-directed learning are weak. Students are not aware of and understand how to develop their profession. The activities they did are just according to their intuition and do not have the necessary skills for PD. This leads to the recommendation for an educational group social work. This suggested group work aims to enhance awareness, attitudes, and skills of professional development through SDL of Social Work students in HNUE by providing knowledge, skills, and the way how to apply them to actual activities, promoting the capacity of the individual.