Trinh Vuong Khoi

Thu Duc College of Technology

DOI : https://doi.org/10.58806/ijsshmr.2026.v5i7n01

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ABSTRACT

This study investigates English language teachers' perspectives on the integration of Generative Artificial Intelligence (AI) in IELTS Writing assessment within the Vietnamese educational landscape in 2026. Employing a convergent parallel mixed-methods design, quantitative data were gathered from a survey questionnaire administered to 70 IELTS instructors, complemented by qualitative insight from 10 semi-structured in-depth interviews. Statistical testing validated four primary hypotheses: (1) teacher attitudes towards AI acceptance significantly differ based on their years of teaching experience; (2) pedagogical trust in AI is highly concentrated around mechanical metrics (grammar and lexical accuracy) but plummets regarding abstract cognitive dimensions (task response and coherence); (3) deep-seated anxieties surrounding academic integrity and the stagnation of learners' critical thinking serve as primary barriers to comprehensive adoption ; and (4) operational productivity pressures within institutional environments compel teachers to adopt AI as a professional survival mechanism. Based on these empirical findings, this paper proposes a structured "Hybrid Rater" model alongside institutional policy frameworks to optimize human-AI collaboration in high-stakes language testing.

KEYWORDS:

AI ineducation, IELTS writing assessment, Teachers’ perspectives, Technology Acceptance Model (TAM), Language testing

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Cite this Article:Khoi, T. V. (2026). An Investigation of Teachers’ Perspectives on Utilizing Artificial Intelligence in IELTS Writing Assessment. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCHS, 5(7), 1841-1848. https://doi.org/10.58806/ijsshmr.2026.v5i7n01

VOLUME 05 ISSUE 07 July 2026