Applying generative artificial intelligence (GenAI) in argumentative writing instruction: survey findings from Vietnamese secondary school teachers

This study reports survey findings on Vietnamese secondary teachers’ use, perceptions and professional learning needs regarding Generative Artificial Intelligence (GenAI) in argumentative writing instruction (Years 6–9). Based on responses from 515 teachers, the analysis examines GenAI applications across the writing cycle, perceived impacts on student learning, barriers to adoption and areas for support. Results show widespread awareness of GenAI and clear preferences for tools such as ChatGPT, which teachers mainly use for planning and modelling tasks rather than for feedback or assessment. Most teachers view GenAI as helpful for improving students’ ability to plan and develop arguments, but challenges include time constraints, limited training and concerns about tool quality and academic integrity. Professional learning needs are significant, especially among mid- and senior-career teachers and vary by school context. Implications include the need for structured training on prompt design, ethical use and integration strategies, along with clear institutional guidelines to ensure GenAI supports authentic writing and reduces workload rather than adding complexity.