The worldwide adoption of generative artificial intelligence (GenAI) has created new possibilities for English language learning, yet limited research has examined how non-English-major students engage with GenAI in blended online environments in Vietnam. Grounded in the Technology Acceptance Model (TAM), this qualitative case study investigates students’ perceptions and actual use of GenAI in learning English at a Vietnamese university. Data were collected through focus group interviews with 30 students, analysis of chat histories from 23 students, and semi-structured interviews with 8 lecturers. The findings indicate generally positive perceptions of GenAI in terms of perceived usefulness, ease of use, and learning engagement, while also revealing challenges related to AI literacy, feedback reliability, and the absence of clear institutional guidelines. Importantly, the results highlight a tension between learning support and overreliance on AI-generated content, suggesting implications for self-regulated learning (SRL) in blended contexts. The outcomes of this study are expected to contribute to a better understanding of how GenAI is integrated into English language learning and offer practical implications for educators and technology developers aiming to enhance AI-supported language education.
Thi Minh Hai Ngo, V. Phạm, T. Nguyen· Computer-Assisted Language L...· 0 citations
This study explores graduate students' critical reflections on their use of artificial intelligence (AI) tools in a Research Writing course, focusing on their perceptions of the associated risks and ethical issues, as well as their views on the inclusion of AI in academic writing education. The study was conducted at a university in Ho Chi Minh City, Vietnam, and involved MA students enrolled in a graduate-level Research Writing course. Course activities included class discussions, case studies, problem-solving exercises, peer and instructor feedback, scaffolded writing assignments, and a short research project. Nine MA students volunteered to participate in the study and were interviewed using semi-structured methods, and the interviews were then analyzed using thematic analysis. Results indicate that the course supported students' development of research writing skills, critical thinking, and AI literacy, although these findings should be interpreted with caution, given the small qualitative sample size. Students reported using AI tools cautiously, verifying AI-generated content against scholarly sources, and appreciating AI for brainstorming, vocabulary enhancement, and outlining, while emphasizing the ongoing need for instructor guidance, peer engagement, and critical assessment. Participants also imagined a hybrid instructional model in which AI supplements rather than substitutes for human teaching. This study contributes to the emerging literature on AI-integrated writing pedagogy by providing context-based insights into the ethical and pedagogically informed integration of AI in graduate-level academic writing instruction in an EFL setting.
V. Phạm, Ngoc Hoang Vy Nguyen· Frontiers in Education· 0 citations
