TEACHERS' AND STUDENTS' PERCEPTIONS OF AI-INTEGRATED ROLE-PLAY STORYTELLING ACTIVITIES IN VIETNAMESE PRIMARY LANGUAGE EDUCATION

Abstract

Generative artificial intelligence (AI) has emerged as a promising tool for supporting innovative language teaching practices. However, little research has explored its integration into storytelling and role-play activities for young language learners. This qualitative study investigated the implementation of AI-integrated role-play storytelling activities in a Vietnamese Grade 2 classroom and explored teachers' and students' perceptions. The study involved one class of 22 students, five primary school teachers, one implementing teacher, and six students who participated in interviews. Over a five-week intervention, generative AI was used to develop stories, illustrations, and dialogues that were adapted for classroom activities. Data were collected through semi-structured interviews, teacher reflective journals, and students' learning products and analyzed using thematic analysis. The findings indicate that AI-supported storytelling fostered students' engagement, confidence, collaboration, and language use. Teachers viewed generative AI as a valuable instructional assistant while emphasizing the importance of teacher guidance in adapting AI-generated materials to young learners' needs. The study highlights the potential of AIintegrated storytelling to enrich primary language education while maintaining meaningful teacher–student interaction.