Reimagining AI integration: Vietnamese EFL instructors' cultural reconceptualization of the 6-P framework

Abstract

This study investigates the cultural adaptation of the 6-P framework—comprising plan, prompt, preview, produce, peer-review, and portfolio-tracking phases—for integrating generative artificial intelligence (AI) in academic writing instruction within Vietnamese universities. Through qualitative analysis of interviews, focus groups, and workshops with 16 Vietnamese English as a Foreign Language (EFL) instructors, the research reveals three interconnected themes: cultural reconceptualization of framework components, professional authority anxieties amid institutional constraints, and pragmatic adaptation strategies. Findings show that instructors prioritize evaluation over production, transform peer review into community feedback mechanisms, and experience cultural-technological dissonance between conscious innovation advocacy and unconscious preservation of hierarchical teaching patterns. Contrary to conventional theories, senior instructors demonstrated greater receptivity than junior colleagues, indicating that institutional security rather than age determines innovation willingness. The documented pedagogical double consciousness and proposed collective reflection component expose embedded Western individualistic assumptions, challenging technological universalism in educational AI discourse. These findings demand epistemological transformation rather than surface localization, questioning whether Western-derived frameworks can achieve authentic global implementation without fundamental reconceptualization. The study contributes theoretical insights that extend beyond Vietnamese contexts while advancing understanding of how educational technologies embody cultural values requiring paradigmatic rather than technical solutions.