MITIGATING AI OVERUSE IN GRAMMAR COURSE ASSIGNMENTS THROUGH PROCESS-BASED TASKS: AN ACTION RESEARCH STUDY OF ENGLISH-MAJORED STUDENTS AT THE ACADEMY OF PUBLIC ADMINISTRATION AND GOVERNANCE
DOI:
https://doi.org/10.59266/houjs.2026.1190Từ khóa:
academic integrity, action research, AI overuse, grammar education, process- based tasksTóm tắt
This action research study investigates the effectiveness of process-based tasks in mitigating AI overuse and enhancing grammatical analysis competence among English-major students at the Academy of Public Administration and Governance. A six- week intervention was designed to require learners to make their reasoning processes explicit through intermediate outputs and analytical procedures conducted directly in class. The results show a significant improvement in students’ grammatical analysis competence, while patterns of AI use shifted toward more cautious and responsible engagement. Qualitative data from classroom observations and interviews further confirm that the process-based task model not only supports the development of analytical thinking but also contributes to maintaining academic integrity in the context of increasingly widespread generative technologies. The study also highlights the potential applicability of this model to other EFL courses that require advanced reasoning and analytical engagement.
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