From Vibe Coding to Guardrailed Vibe Writing for Non-English-Major EFL Students: A Conceptual Framework and Pedagogical Proposal

Authors

DOI:

https://doi.org/10.54855/ijaile.26332
Citations

Keywords:

vibe coding; writing instruction; non-EFL student; pedagogical framework; AI-assisted writing

Abstract

Vibe coding is an iterative, natural-language approach to human-AI collaboration and offers new possibilities for writing pedagogy. This conceptual paper proposes a framework for applying vibe coding principles to the teaching of academic and professional writing for non-English-major students learning English as a foreign language (EFL), particularly in Vietnamese higher education. Based on a structured narrative synthesis of selected literature, and drawing on cognitive load theory, self-regulated learning, and contrastive rhetoric, the paper introduces the Guardrailed Vibe Writing (GVW) approach, which aims to reduce linguistic barriers while supporting higher-order rhetorical and critical thinking skills. The framework includes five key components: intentional prompting, AI-mediated scaffolding with human oversight, meta-languaging, documented revision, and metacognitive reflection. No learner data are reported; the proposed benefits require empirical testing. The paper also discusses potential risks associated with AI-assisted writing such as cognitive debt, voice homogenization, and academic integrity issues, and proposes pedagogical strategies to address them. The GVW framework provides practical guidance for integrating generative AI responsibly into non-English-major EFL writing instruction.

Author Biographies

  • Pham T Vuong, Saigon University, Vietnam

    Vuong T Pham is a Senior Lecturer at Saigon University, Vietnam. His research interests include artificial intelligence, natural language processing, knowledge representation, and AI-enhanced education. His current research focuses on the integration of generative AI and large language models into teaching and learning, particularly AI-assisted feedback, adaptive learning, personalized learning experiences, and self-regulated learning. He is also interested in AI-supported educational assessment, intelligent tutoring systems, and the development and evaluation of AI-driven approaches to improving teaching effectiveness and student learning outcomes.

  • Nguyen Vuong Thao, Saigon University, Hanoi University of Science and Technology, Vietnam

    Nguyen Vuong Thao holds a Master's degree in Teaching English to Speakers of Other Languages (TESOL) from Saigon University, Vietnam. She is currently a lecturer at the Faculty of Foreign Languages, Saigon University, Ho Chi Minh City, Vietnam. Her research interests include English language teaching and learning, educational technology, artificial intelligence in language education, generative AI-assisted language learning, self-regulated learning, and EFL writing instruction. Her current research focuses on the pedagogical integration of generative artificial intelligence to support self-regulated learning and develop English writing competence among EFL learners.

  • Phan Anh Huy, Saigon University, Vietnam

    Phan Anh Huy is an administrative specialist at the Personnel and Organization Office, Saigon University, Vietnam. He received his Master's degree in Optics from Vinh University, Vietnam, and is currently pursuing a Master's degree in Computer Science. His primary research interests include few-shot learning, deep learning for audio and speech processing, graph neural networks, and artificial intelligence in education. His recent research focuses on prototypical learning, attention mechanisms, environmental sound classification, and educational data mining, particularly student performance prediction.

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Published

11/09/2026

Issue

Vol. 3 No. 3 (2026): AI in Language Education

Section

Literature Review

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Copyright (c) 2026 Pham T Vuong, Nguyen Vuong Thao, Phan Anh Huy (Author)

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Pham, T. V., & Nguyen, V. T., & Phan, A. H. (2026). From Vibe Coding to Guardrailed Vibe Writing for Non-English-Major EFL Students: A Conceptual Framework and Pedagogical Proposal<b></b>. International Journal of AI in Language Education, 3(3), 24-42. https://doi.org/10.54855/ijaile.26332

How to Cite

Pham, T. V., Nguyen, V. T., & Phan, A. H. (2026). From Vibe Coding to Guardrailed Vibe Writing for Non-English-Major EFL Students: A Conceptual Framework and Pedagogical Proposal. International Journal of AI in Language Education, 3(3), 24-42. https://doi.org/10.54855/ijaile.26332

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