International Journal of AI in Language Education
The mission of the International Journal of AI in Language Education (IJAILE) (ISSN: 3065-0216) is to contribute to the literature of instruction by publishing high-quality studies in the areas of Artificial Intelligence, Computer-Assisted Language Learning (CALL), Computer Science Applications, Applications, AI Tools, Chatbots, m-learning, e-learning, Pedagogies & Language Teaching, AI for translation and interpretation, educational technology, and other Artificial Intelligence issues. As a peer-reviewed journal, one of our priorities is to ensure high standards of publishing. Publication ethics is an important concern, and editors, peer-reviewers, and authors should pay great attention to meeting ethical standards. Open Access Policy IJAILE aims to increase visibility and make easier use of open access scientific papers. Readers and their institutions are supported for online access without asking for any royalty, personal information, or log-in details. According to the open-access policy of our journal, all readers are permitted to read, download, copy, distribute, print, link to, and search our articles with no charge. Indexed IJTE has been indexed in Google Scholar, ORCID, Crossref, DOI, Semantic Scholar, Library of Congress, Mendeley, the U.S. ISSN Center, PKP PN, LOCKSS, CLOCKSS. Publication Frequency The IJAILE will publish 3 issues per year in April, August, and December. The ijte will publish manuscripts as soon as they are accepted. The journal volume is defined by the year of publication of articles.
Perceptions of Video Dubbing as a Tool for Enhancing Speaking Skills: A Study on Second-Year English Majors at Hanoi Open University
This study aimed to investigate second-year English majors' perceptions of the video dubbing technique for enhancing their speaking skills. The researchers used a mixed-methods approach, specifically an embedded design, combining quantitative and qualitative data. A questionnaire was completed to collect data from 194 students in K30 classes majoring in English. The quantitative results showed that nearly all students recognized the importance of speaking skills and of video dubbing for practicing them. The findings also revealed several challenges faced by the students in improving their speaking proficiency. Moreover, the results mentioned that video dubbing offered several benefits for speaking activities, pronunciation improvement, vocabulary, grammar, oral fluency, memory, concentration, and learner autonomy. Qualitative data from three teachers' interviews were also employed to find out the problems in the learning process, and suggestions for technology-enhanced language learning via video dubbing applications were given, contributing to both the understanding of classroom difficulties and the advancement of practical strategies for integrating digital tools into language instruction.
Speaking proficiency, video dubbing, technology-enhanced language learning
Copyright (c) 2025 Nguyen Thi Kim Chi (Author) https://creativecommons.org/licenses/by/4.0
The Effects of AI-Supported Metacognitive Strategy Instruction on the Writing Performance of Non-English Majors
Since the rise of Artificial Intelligence (AI), its role in language teaching has sparked ongoing debate. This research investigates whether AI-supported metacognitive strategy instruction can enhance students’ writing performance, given that the connection between AI use and metacognitive strategies has been little discussed and that non–English majors have been well in research on AI in writing classes. The study employed a quasi-experimental design involving 79 students: the experimental group received instruction in an AI-supported metacognitive strategy using ChatGPT, and the control group was taught using a teacher-led approach. Both groups took a pre-test and a post-test to assess their writing performance, and the results were analyzed using Paired- and independent-samples t-tests. Semi-structured interviews with 10 participants were conducted concurrently to analyze students’ experiences with AI-assisted learning. The final findings reflect a positive influence of AI on students' writing performance, while also highlighting some concerns about AI’s reliability and potential misuse.
AI-supported metacognitive strategy instruction
Copyright (c) 2025 Tran Thanh Truc (Author) https://creativecommons.org/licenses/by/4.0
Applying AI Tools to Enhance Argumentation Skills in Debate Activities for EFL Students
This study examines the impact of artificial intelligence (AI) tools on the development of argumentation skills through debates among third-year English majors at a public university in Vietnam. The study combines quantitative and qualitative methods, utilizing a questionnaire with 150 students, semi-structured interviews with 3 teachers, and reports on the AI tool usage of 63 students. The quantitative data from the questionnaires were analyzed using SPSS 26, while the qualitative data from the interviews and reports were thematically analyzed. The findings indicate that the perceived positive impacts of AI tool integration include enhanced idea and evidence generation, argument structuring, interaction, feedback, and overall performance in debates. However, participants report several challenges related to the AI's interpretation of students' ideas, the provision of high-quality and relevant responses, and students' independent and critical thinking. Finally, the study provides suggestions to enhance the effectiveness of integrating AI tools in developing argumentation skills for EFL students.
AI, debate, argumentation, speaking, EFL
Copyright (c) 2025 Bui Thi Thu Giang, Anh Ngoc Van Ngo, Hiep Danh Mai (Author) https://creativecommons.org/licenses/by/4.0
Employing AI in ESL Classrooms: Assumptions, Development, and the Use of AI-Integrated Writing Tasks
As AI becomes increasingly inevitable in educational settings, understanding its effective implementation becomes paramount. This qualitative case study examines the potential benefits and underlying assumptions of AI-integrated writing tasks in the second-language classroom. The study examines the effectiveness of an adapted picture description writing task, employing AI image generation as an indirect feedback tool, in terms of learner autonomy, affective factors, and language enrichment. Additionally, the paper assesses the prerequisite knowledge and competencies required of teachers to integrate AI into the classroom. The writing task was administered to two groups of intermediate ESL learners, one of which used an AI Image Creator as a support tool. Data was collected through the individual performance of each learner during the task. Perceptions and attitudes were also gathered through questionnaires and semi-structured interviews with the students and the teacher after the intervention. The results revealed the positive effect of using the Image Creator on the student writing, autonomy, and motivation. It also shed light on the technical knowledge required to use AI-integrated tasks in the second language classroom.
Copyright (c) 2025 Simon Peter, Murshid V H (Author) https://creativecommons.org/licenses/by/4.0
Beyond Motivation: Students’ Perception of Ethical and Learning-related Risks of AI-Driven Gamified Language Learning
The use of artificial intelligence (AI) and gamification in language learning has garnered significant attention as these technologies are being increasingly integrated in higher education. Numerous studies have shown that their application in the language learning increases students’ motivation, engagement and learning outcomes. However, in addition to the positive results, it is crucial to closely examine the potential drawbacks of AI and gamification, particularly their ethical and educational implications. This research employed a quantitative research method to explore students’ perceptions of these issues. A total number of 212 undergraduate students at a public university in Hanoi, Vietnam were invited to participate in a structured survey. The responses were analyzed using basic descriptive statistics to gather their opinions about the ethical and learning-related risks of applying AI-driven gamified tools in the language learning process. The result revealed that students expressed critical concerns about data privacy and surveillance, stress caused by competitive elements, shallow motivation, and reduced social interaction. These issues call for more ethical design of AI-driven gamified tools, enhanced institutional guidance, and improved digital literacy education. These shifts are essential to ensure that AI and gamification play a supporting role without unintentionally harming students’ language learning experience.
Artificial Intelligence (AI), Gamification, Ethical risks, Learning-related risks
Copyright (c) 2025 Nguyen Thi Minh Thu (Author) https://creativecommons.org/licenses/by/4.0
EFL Teachers’ Perceptions of Utilizing ChatGPT in Designing Lesson Plans for IELTS Reading Skills
Artificial Intelligence (AI) has been developed rapidly, contributing positively to language teaching and serving as an assisted tool for teachers in preparing lesson materials. The paper explores EFL teachers' perceptions of ChatGPT in designing lesson plans for IELTS Reading Skill, aiming to identify both the opportunities and challenges of its use. The study employed a quantitative research method, collecting data via a Google Forms questionnaire from 54 EFL teachers in Vietnam to explore the efficiency of using ChatGPT in creating IELTS Reading lesson plans. The results showed that using ChatGPT in designing lesson plans for Reading IELTS is a promising method due to the flexibility of suggesting detailed questions, tasks, and reading strategies as well as reducing the teachers' time and effort; however, the difficulties including the lack of suitable prompt and the concern of reliability of ChatGPT-generated content when using ChatGPT are still a massive concern for EFL teachers. The findings suggested that, while ChatGPT offers potential benefits, its outcomes still depend on teachers providing suitable prompts to achieve desirable results and on reassessing the materials to ensure they align with lesson objectives.
Copyright (c) 2025 Hoang Thi Thanh Hang, Dang Huong Nhung, Truong Thi My Xuan, Nguyen Bao Quynh (Author) https://creativecommons.org/licenses/by/4.0
Perceptions of Pre-service Kindergarten Teachers on Using ChatGPT to Support English Learning: A Mixed-Methods Study in Vietnam
The purpose of this study is to explore the perceived advantages and disadvantages of using ChatGPT to support English learning among pre-service kindergarten teachers at beginner proficiency levels. The study collected data from both questionnaires and semi-structured interviews. Results show that ChatGPT is perceived as a valuable tool for English language learning, providing quick answers, easy access, and great convenience, as well as personalized help and support in developing language skills. Participants emphasized reduced anxiety and increased motivation, confidence, and self-determination in learning. The results also reveal several drawbacks, including inconsistent or unclear responses, difficulty asking the right questions, information overload, technical limitations, and the risk of excessive reliance on the tool. As a result, equipping low-proficiency learners with basic AI digital literacy, including critical thinking and effective prompt creation, is very necessary to ensure the effective integration of ChatGPT into teaching practices. Besides, the paper discusses the teaching implications and further research to enhance English language education through ChatGPT for beginning-level learners.
ChatGPT, beginner level, English learning
Copyright (c) 2025 Pham Thanh Su, Nguyen Ly Nhu Quynh (Author) https://creativecommons.org/licenses/by/4.0
Enhancing Presentation Skills through Artificial Intelligence: A Case Study at Van Lang University
In today’s global environment, the ability to present effectively in English has become an essential skill for EFL learners. Yet, in many classrooms, assessment still centres on technical content, leaving issues such as fluency, confidence, and clear organization underdeveloped. This study set out to explore whether two AI tools—Yoodli and Orai—could help bridge this gap for EFL students at Van Lang University. The research involved undergraduate participants who used these tools regularly as part of their presentation practice. An explanatory mixed-methods approach was applied: surveys captured the main difficulties students face and measured improvement, while interviews provided richer insight into their experiences and attitudes. The findings point to marked progress in fluency, pronunciation, vocabulary, and content structuring, with students appreciating the tools’ instant, tailored feedback. Beyond individual gains, the study underscores the value of integrating such AI platforms into teaching to promote independent learning and more confident, well-structured presentations.
presentation skills, artificial intelligence, AI tools.
Copyright (c) 2025 Ngo Thi Cam Thuy, Le Ngoc Que Anh (Author) https://creativecommons.org/licenses/by/4.0
Vietnamese Rural High School Students’ Perspectives on Benefits and Challenges of Implementing Artificial Intelligence in English Language Learning
Artificial intelligence (AI) is changing how students learn English as a Foreign Language (EFL), offering students more authentic ways to improve their English. However, challenges remain, particularly for students in rural areas, which may hinder their language development. Despite interest in AI-based EFL education, very few research has been conducted in rural high schools, leaving a significant research gap. Therefore, to address this gap, the study explored the perspectives of 35 rural high school students on the benefits and challenges of using AI in EFL learning. A mixed-methods approach, combining an online survey and semi-structured interviews, revealed that AI presents both positive and negative effects in rural settings. Based on these results, the study recommends solutions such as hybrid models, integrating technology with traditional teaching methods.
Copyright (c) 2025 Le Son Tan (Author) https://creativecommons.org/licenses/by/4.0
Exploring the Effects of an AI Chatbot on Emotional Engagement in English Speaking Lessons: Insights from Call Annie
The use of artificial intelligence (AI) in English language teaching is becoming more common, especially in enhancing students’ confidence levels in speaking lessons. Existing literature has provided insights into how AI can be incorporated to facilitate students' learning in diverse contexts, although the number of studies on how AI chatbots can improve students' emotional engagement is limited. This study aims to explore how using an AI tool called Call Annie affects students’ emotional and behavioral engagement when assigned as homework. 77 English-majored students participated in a three-week project where they used the application to have regular conversations with Call Annie – an AI-powered conversational agent. Two questionnaires were administered in the first and third weeks. Emotional engagement levels, regarding confidence and anxiety, concerns, and behavioral degree related to willingness to communicate (WTC) were compared using a paired-sample T-Test. The results indicated increased levels of confidence and WTC, despite some ongoing concerns about the use of the tool. These findings suggest that Call Annie can enhance emotional engagement, paving the way for more personalized learning experiences through the use of AI chatbots.
Generative AI, students' engagement, virtual conversational partner, willingness to communicate.
Copyright (c) 2025 Nguyen Lam Anh Duong, Le Thi Thien Phuoc (Author) https://creativecommons.org/licenses/by/4.0
English-major of Using Grammarly for Thesis Writing at Seniors' Perceptions IUH
Research indicated that the application of artificial intelligence has raised the caliber of English theses in recent years. This study focused on understanding the perceptions of Grammarly in English-major seniors' thesis writing. 150 participants in the survey were English-major seniors at the Industrial University of Ho Chi Minh City, who were working on their theses. This study employed both quantitative and qualitative methods, analyzing data collected through online questionnaires and interviews. The findings of this study provided valuable insights into how AI-powered tools like Grammarly affect the writing process and quality of English theses in the perception of the students, which could help teachers better incorporate these technologies into their academic writing assistance programs.
Copyright (c) 2025 Thai Thi Thuy An, Nguyen Hoai Huong Giang, Nguyen Ngoc Chau (Author) https://creativecommons.org/licenses/by/4.0
Employing TALKPAL.AI to Enhance Speaking Proficiency for Vietnamese Adult Learners: A Literature Review
This paper focuses on adult learners in Vietnam, specifically those who want to improve their speaking skills with the help of an AI tool, namely TALKPAL.AI. The study recognizes classes conducted earlier with the help of the TALKPAL.AI application. Similar studies suggest that learners who had the opportunity to use AI tools were able to speak better than those who did not even have such opportunities. The use of TALKPAL.AI brought the practice of speaking the English language with fluency, the accuracy of pronunciation, and the learners' confidence in themselves when speaking the language at an advanced level. This study employs a literature review and analyzes previous studies to evaluate the effectiveness of TALKPAL.AI in improving speaking skills among adult learners. However, this research suggests using AI tools in the teaching process of speech communication to provide directions in which the application of TALKPAL.AI would be salient. The paper also remarks on the need to apply other AI tools in educational processes and research their effects from a time perspective.
Copyright (c) 2025 Nguyen Cam Van (Author) https://creativecommons.org/licenses/by/4.0
Master Students’ Perceptions of How ChatGPT Influenced Critical Thinking in Academic Writing at The Industrial University of Ho Chi Minh City
ChatGPT is an artificial intelligence (AI) tool adapted to various fields, including tertiary education. Typically, some postgraduate students might recognize this state-of-the-art technology as a useful aid to improve critical thinking skills in their academic courses, while some recognize the limited creativity and critical thinking skills. Therefore, this study aims to discover the perceptions on whether ChatGPT use can enable Master students to promote or restrict critical thinking abilities in academic writing output at IUH, Vietnam. The researchers will integrate quantitative and qualitative methods to gather opinions from 28 postgraduate students using ChatGPT in their writing work, simultaneously applying semi-structured interviews to get in-depth sharing on how ChatGPT affects the development of their critical thinking and potential drawbacks in academic tasks when utilizing this tool. The study highlights the positive effect of utilizing ChatGPT on students' critical thinking in the context of academic writing. However, it also emphasizes that overreliance on this tool may lead to analysis limitations and plagiarism issues. As a result, educators must consider applying a balanced pedagogical approach to this tool to foster students' writing work and their critical thinking skills.
ChatGPT, Academic writing, Critical thinking
Copyright (c) 2025 Tran Thi Thu Phuong, Dang Tuyet Nhi, Nguyen Vo Lam Phuong (Author) https://creativecommons.org/licenses/by/4.0
MA Students’ Perceptions and Experiences with the Gemini App in English Language Learning: A Mixed-Methods Study at Van Lang University, Vietnam
This study explores the adoption of AI-powered tools in English language learning, addressing research gaps in localized studies on educational technology in Vietnam. The purpose is to examine MA students’ perceptions and experiences with the Gemini App at Van Lang University. Eighteen postgraduate students participated in a mixed-methods investigation, combining structured questionnaires and in-depth interviews. Findings reveal that while students appreciate the app’s accessibility and personalized feedback, concerns remain regarding its academic alignment, cultural relevance, and content accuracy. The study has implications for the local educational expectations that underlie the integration of AI and argues for tools that facilitate both autonomy and curriculum-like learning. This knowledge also complements future research trends related to AI-enhanced language instruction and provides application design ideas for culturally significant and pedagogically effective AI applications in higher education.
AI in education, Gemini App, language learning, MA students, Vietnam
Copyright (c) 2025 Nguyen Hoang Anh (Author) https://creativecommons.org/licenses/by/4.0
English-Major Master's Students Regarding the Use of ChatGPT in Learning Research Writing at IUH
Researchers in the field of artificial intelligence (AI) have significantly focused on the use of ChatGPT for writing. Many studies have shown that the use of ChatGPT has somewhat influenced students’ attitudes toward applying ChatGPT in academic writing. The researchers conducted a study to gather the perceptions of English-major master’s students regarding using ChatGPT to learn research writing at a university in Vietnam. A mixed-method approach was employed to assess students' perceptions, with a sample size of 29 students participating in a research writing course. This study examined not only the general benefits and challenges of using ChatGPT but also its impact on critical thinking and the risk of unintentional plagiarism. These findings suggest that educators should guide learners to approach ChatGPT not merely as a simple language correction tool but as a double-edged resource requiring functional, cognitive, and ethical considerations in AI-assisted learning environments.
ChatGPT, research writing, English major, students, perspectives
Copyright (c) 2025 Truong Thi An An, Le Hoang Khoi Nguyen, Nguyen Vo Huong Quynh (Author) https://creativecommons.org/licenses/by/4.0
AI Tools in Learning Academic Writing: Benefits and Challenges for MA Students in the English Language Studies at the Industrial University of Ho Chi Minh City
Many Master of Arts (MA) students believe that these tools offer significant benefits for improving writing abilities, though some challenges can hinder progress. This study explores the use of Artificial Intelligence (AI) tools in academic writing among MA students, focusing on English majors at IUH. The research investigates both the benefits and challenges of AI tools like writing assistants and language models in improving students' writing proficiency. A sample of 30 MA students was selected, and a mixed-method approach was employed, combining quantitative data from questionnaires and qualitative insights from semi-structured interviews. The questionnaires collected students' perceptions on the advantages and difficulties of using AI tools for academic writing, while the interviews provided a deeper understanding of how these tools are utilized in practice. Findings indicate that AI tools offer significant benefits, such as improving writing skills and providing support, but they also introduce challenges, including over-reliance and limitations in addressing complex writing issues.
advantages of AI tools in academic writing
Copyright (c) 2025 Tran Hong Ngoc, Le Thi Thuy Ngan, Tran Vu Bich Uyen (Author) https://creativecommons.org/licenses/by/4.0
Factors Affecting ICT Integration of EFL Teachers at a Vietnamese University
Information and Communication Technology (ICT) has increasingly been applied in English teaching, with extensive research on English teachers’ ICT integration and the affecting factors. However, little has been known about the impact of the factors. This study was thus implemented to complete the gap. Employing a sequential mixed methods research design, the study recruited 81 English teachers at a Vietnamese university to complete a questionnaire and seven teachers to participate in a semi-structured interview. Drawing upon the innovation diffusion theory, the study found that the most significant impact factors were English teachers’ perceptions of ICT benefits in English teaching. The least influential factor was students’ prior experience. Other noteworthy factors included the advantage of the teachers’ English knowledge, students' motivation to use ICT, and peer support. The study offers theoretical contributions to confirm some innovations in diffusion theory variables and practical implications for the University.
factors, EFL teachers, ICT integration, university, Vietnam
Copyright (c) 2025 Dinh Thi Bao Huong (Author) https://creativecommons.org/licenses/by/4.0
The Use of ChatGPT in EFL students as a Learning Assistant in their Writing Skills: A literature review
This literature review explores the use of ChatGPT as an assistant learning tool for Writing Skills in EFL students. Writing is one of the most important skills for English learners who want to be fluent in the language. Therefore, much research has been done into these aspects to determine new pedagogical benefits for the linguistic field. Guided Social Constructivism by Lev Vygotsky, the review investigates the potential of AI tools like ChatGPT as a learning-supported tool for Writing Skills in EFL students. The findings from previous studies show that ChatGPT enhances students' engagement, personalized learning experiences, and time efficiency by providing immediate feedback. However, overuse, privacy, and misinformation issues are not addressed. The review emphasizes using ChatGPT to enhance EFL students' writing skills while highlighting the significance of ethical issues and efficient implementation with appropriate instruction by experts. This review also provides valuable insight for experts, educators, and students interested in using ChatGPT in language acquisition in general and writing skills in specific.
Copyright (c) 2025 Pham Nguyen Nhat Huy (Author) https://creativecommons.org/licenses/by/4.0
The Challenges of Applying ChatGPT in the Academic Writing of Postgraduate Students in English Major at IUH
Nowadays, AI chatbots like ChatGPT have brought many innovations to different fields, especially in education. Due to ChatGPT’s benefits, users tend to become overly reliant on using it in their learning process. Postgraduate students who have to face the transition into higher education might face difficulties in their writing tasks because it requires advanced learning and research. This study aims to investigate and discover the disadvantages students in higher education encounter when using ChatGPT for their writing purposes. The research was conducted on twenty-five postgraduate students majoring in English at the Industrial University of Ho Chi Minh City. The researchers apply qualitative research to gather data, including survey questionnaires and short interviews. Closed-ended and open-ended questions about the disadvantages that postgraduate students confront when using ChatGPT in their writing process are focused on. This study's findings indicate that ChatGPT's challenges outweigh the benefits it brings that enhance the efficacy of writing skills of postgraduate students majoring in English at the Industrial University of Ho Chi Minh City.
Academic Writing, ChatGPT, disadvantages, English major, postgraduate students, IUH
Copyright (c) 2025 Nguyen Thi Yen Phuong, Nguyen Ngoc Ti, Phan Nguyen Khanh Hoa (Author) https://creativecommons.org/licenses/by/4.0
Using Computer-assisted Language Learning to Improve Interpretation Skills for Fourth-Year English Majors at Hanoi Open University
The purpose of this study is to investigate fourth-year English majors’ perceptions of interpretation skills and computer-assisted language learning (CALL) as well as difficulties in learning interpretation skills and some useful suggestions to improve this skill for fourth-year English majors at Hanoi Open University. The researchers used the mixed method of quantitative and qualitative approaches for the study. A questionnaire survey was carried out to collect data from 194 students in class K27 majoring in English. The quantitative results showed that nearly all students admitted the importance of interpretation skills and CALL in their learning process. The findings also emphasized several challenges students face in mastering interpretation skills. Besides, the results mentioned CALL offered several benefits for improving interpretation skills. Qualitative data from teacher interviews was also employed to find out the problems in the learning process and point out some effective suggestions for beneficial software and applications.
Interpretation skills, effective teaching methods , learner autonomy
Copyright (c) 2025 Nguyen Thi Kim Chi, Le Phuong Thao, Nguyen Thi Thu Huong, Nguyen Thi Mai Huong (Author) https://creativecommons.org/licenses/by/4.0
Video Recording in EFL Learners’ Speaking Skills Development: A Literature Review
This literature review explores the use of video recording in English as a Foreign Language (EFL) classrooms, highlighting its effectiveness in improving fluency, pronunciation, and self-confidence. However, it reveals that video recording is often underutilized, especially in Vietnam, where traditional teaching methods prioritize written language and grammar over communicative speaking practice. Key barriers include limited access to technology, insufficient teacher training, and challenges related to self-assessment. The review also highlights gaps in existing literature, particularly the lack of long-term studies and the need for more research on video recording's application in resource-constrained environments. It concludes with practical recommendations for teachers, emphasizing teacher training, better access to technology, and the integration of structured self-assessment.
video recording, speaking skills, EFL learners
Copyright (c) 2024 Nguyen Truc Phuong (Author) https://creativecommons.org/licenses/by/4.0
Harnessing AI-Based Tools for Enhancing English Speaking Proficiency: Impacts, Challenges, and Long-Term Engagement
Technology like chatbots, speech recognition systems, and mobile apps that can give instant feedback on pronunciation and speaking skills has revolutionized learning a language in the traditional sense through artificial intelligence (AI). This study reviews the status of artificial intelligence in English language education and looks mainly at its influence on speaking fluency, pronunciation accuracy, and learner independence. The paper discusses implications from recent studies focusing on the immediate benefits of AI for novice and intermediate-level learners: decreased language anxiety and greater student engagement. Despite these advantages, major logistical issues – including the technology infrastructure, ethical challenges, and limited teacher training – prevent widespread adoption. It also identifies gaps in the literature, particularly concerning the long-term effects on learners' speaking proficiency and motivations surrounding higher-level learning. Filling the gaps can illuminate AI use to improve a sustainable language teaching or learning environment that may transform educational practices.
AI in language learning, speaking proficiency, pronunciation improvement, English language education, long-term engagement
Copyright (c) 2024 Nguyen Hoang Anh (Author) https://creativecommons.org/licenses/by/4.0
A Literature Review on EFL Students’ Integration of Al-Based Tools in English Learning and The Perceived Impact on Autonomy
AI in education has been extensively studied in terms of its adaption; specifically, studies on its impact and capacity have brought remarkable findings considering the overall effectiveness of language proficiency and perceived impacts. However, few exploratory studies have been conducted to summarize and conclude to reach an understanding regarding the potential of AI-based tools to facilitate EFL high school students’ autonomy. This study investigates the previously conducted research across multiple EFL contexts and educational backgrounds to elucidate the current trend in the adoption of AI and their perceptions of its use to reveal the impacts on learners’ autonomy. The discussions affirm the common findings of previous work regarding adopting AI across different levels of education, positively affecting EFL learners’ linguistics skills and knowledge. Further findings also demonstrate learners’ ability to be more autonomous and self-regulated in their studies as a result of AI integration. Regardless, there is a persisting concern for the over-dependence of students, especially without proper teachers’ guidance.
Copyright (c) 2024 Huynh Que Quan (Author) https://creativecommons.org/licenses/by/4.0
The Use of ChatGPT for Vocabulary Acquisition: A Literature Review
This literature review investigates the potential of ChatGPT as a tool for vocabulary learning in the context of English as a Foreign Language (EFL). Vocabulary knowledge is crucial for overall language proficiency, but memorization and retention are daunting tasks for most EFL learners, particularly those studying in exam-oriented contexts like Vietnam. Guided by Krashen's Input Hypothesis and Cognitive Load Theory, the review explores how ChatGPT may facilitate incidental and intentional vocabulary learning. The findings indicate that ChatGPT enhances retention, mitigates cognitive overload, and engages students in autonomous learning, which presents advantages over traditional tools like dictionaries. However, reliance, privacy, and misinformation issues are not solved. This review ends with a series of recommendations for effective use in the Vietnamese education system, including teacher training and guidelines for responsible application in order to maximize benefits while addressing risks.
Copyright (c) 2024 Ngo Kieu Trinh (Author) https://creativecommons.org/licenses/by/4.0
In recent years, the possibility of enhancing speaking skills has drawn some serious attention from the language education field as AI-powered tools such as chatbots—such as ChatGPT—gain in popularity. While questions remain about their long-term efficacy, their potential to deliver real-time feedback is especially important in non-Western countries like Vietnam. This paper explores AI avatars' potential for overcoming traditional language learning issues—apprehension, inadequate speaking practice, and low levels of quality feedback customization. This research study focuses on the potential of artificial intelligence tools for language learners and the challenges in making meaningful, authentic conversational interactions with cultural adaptability and scalability through deep analysis of existing research and real-world applications. In light of this, the paper emphasizes that more research must be conducted to improve the use of AI avatars within varied educational settings and enhance their impact on oral communication abilities.
AI, ChatGPT, Chatbot, AI powered-Chatbot
Copyright (c) 2024 Nguyen Ngoc Hoang Vy, Pham Vu Phi Ho (Author) https://creativecommons.org/licenses/by/4.0
Perspectives of Van Lang University Master's Students in English Language Studies towards the Pedagogical Application of Kahoot! and Quizlet to Teach English Vocabulary
English has gained significant popularity as a foreign language in Vietnam. English has achieved widespread usage in education, marketing, and commerce with the assistance of the Vietnamese government. Since English is widely used in numerous academic fields by students, instructors, and researchers, English majors must prioritize the acquisition of a robust vocabulary. As a result, Quizlet and Kahoot are excellent resources for vocabulary acquisition. This study investigates the perspectives of English Master's students at Van Lang University on using Kahoot! and Quizlet in teaching English vocabulary. The research only includes data collected from a selected group of Van Lang University's English Language Master's degree students during the 2023–2025 academic year. As an academic tool for teaching English vocabulary, Quizlet and Kahoot! require selected users to have prior experience. Based on the findings of this study, Kahoot! and Quizlet are two of the most useful tools for English language instructors, particularly when it comes to helping students learn new words and then testing their comprehension of those words using two different approaches, qualitative as well as quantitative.
Kahoot!, Quizlet, gamification, digital flashcards, English, learning vocabulary
Copyright (c) 2024 Le Duc Phuoc (Author) https://creativecommons.org/licenses/by/4.0
The Perspectives of Post-graduates Majoring in English Regarding the Usage of QuillBot to Enhance Paraphrasing Skills
Paraphrasing is considered an important skill for postgraduates in their journey toward pursuing an academic degree. This skill helps postgraduates avoid plagiarism and showcases their ability to analyze, research, and perform academic writing tasks. Although numerous studies have determined the importance of this skill, most postgraduates still frequently need help in achieving paraphrasing proficiency. The emergence of QuillBot, an AI-powered paraphrasing tool, is a potential solution for these frequent challenges in learning paraphrasing skills. The overall benefits of QuillBot on the academic writing skills of English learners have been recognized and proven in various studies. However, only some studies have delved into how QuillBot assists postgraduates who took part in improving their paraphrasing skills, serving the academic genre of writing. Therefore, this study recruited twenty English-majored postgraduates to investigate.
paraphrasing skills, paraphrasing tool, QuillBot, academic writing
Copyright (c) 2024 Ngoc Quynh Nhu Pham (Author) https://creativecommons.org/licenses/by/4.0
The Effects of Integrating Artificial Intelligence into Learning Academic Vocabulary Among Masters in English Studies Students
Artificial intelligence (AI) adaptation in education has been increasing recently. Therefore, multiple studies have been conducted on its potential benefits and usage in education. Moreover, the need to acquire academic vocabulary for students in the English Language to serve their academic goals also received multiple attention. However, few research studies mention the effectiveness of using AI to learn academic vocabulary among graduate students. The research aimed to bridge the gap by examining AI's effects on the academic vocabulary acquisition of students studying for a master’s degree in English studies and to what extent it is used. This brings light to the differences AI creates in the students' learning process. Qualitative data were collected in the form of questionnaires given to the Master's program students in the Faculty of Foreign Languages at Van Lang University. The questions centered around using AI tools to learn academic vocabulary.
AI; Artificial intelligence; academic vocabulary; using AI to learn academic vocabulary
Copyright (c) 2024 Tran Kien Quan (Author) https://creativecommons.org/licenses/by/4.0
The Benefits and Weaknesses of ChatGPT on Students’ Learning Writing
ChatGPT is seen as an Artificial Intelligence application of OpenAI in the industrial era 4.0. ChatGPT has been identified as possibly being used in a variety of disciplines, including education. Previous research has shown that employing ChatGPT as a learning helper can help students enhance their learner autonomy, research, and scholarship. Furthermore, studies discovered that ChatGPT poses several obstacles to learners, particularly those beginning to write, such as illusions and potential illicit authorship and copyright. Consider that there are few studies conducted in Vietnam on this topic. This study aims to identify the limitations of Chat GPT that people typically encounter when studying writing, particularly in the Research Writing Course, and explore whether Chat GPT helps learners improve writing outcomes. The author discovered qualitative data from interviews with seven Master Course students, indicating that despite the numerous problems that students frequently face when utilizing ChatGPT, this platform can help them improve their writing abilities.
Chat GPT, Artificial Intelligence, Writing Learning
Copyright (c) 2024 Su Ai Anh Thu, Tran Thi Hoang Nguyen (Author) https://creativecommons.org/licenses/by/4.0