Abstract:
Generative Artificial Intelligence (GenAI) offers new possibilities for supporting English writing, but
its educational value depends on how learners engage with AI rather than simply using it to generate
texts. Drawing on constructivist learning theory and Vygotsky’s Zone of Proximal Development, this
study examines AI-assisted English writing learning, with GenAI functioning as a scaffold for idea
generation, language support, revision, and reflection. The study addresses limited empirical evidence
on students’ perceptions and use of GenAI from a constructivist perspective in Vietnamese higher
education. A classroom-based exploratory case study was conducted with 90 second-year Logistics
students enrolled in a Writing course at a public university in Ho Chi Minh City. Questionnaire data
were analyzed using descriptive statistics, including percentages, means, and standard deviations. The
findings indicate that students perceived GenAI as useful for vocabulary improvement, writing
revision, idea generation, and grammatical error identification. Students also reported using AI to
develop and refine ideas and evaluating AI-generated suggestions before incorporating them into their
writing. However, concerns remained regarding inaccurate information, over-reliance on AI and
reduced writing effort. The findings suggest that guided and reflective AI use may support
constructivist English writing learning while requiring attention to learner autonomy and critical
evaluation.
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