The integration of artificial intelligence (AI) tools in education is transforming teaching and learning processes globally. This study explores the impact of AI tools on Vietnamese higher education, specifically focusing on the experiences and perceptions of English as a Foreign Language (EFL) lecturers. The participants were 50 EFL lecturers across three universities in Dong Nai province, Vietnam. Through a mixed-methods approach, including survey questionnaire and semi-structured interviews; the research examines how AI tools influence teaching practices and classroom dynamics. The findings revealed a complex interplay of benefits and challenges, highlighting the potential impact of AI tools on EFL lecturers in terms of efficient lesson planning, lecturers’ professional development, and interactive learning environment. However, the study also uncovers significant barriers, such as high cost of AI tools, insufficient training, risk of over-reliance on technology and concerns over data privacy, which hinder the effective adoption of AI technologies. These insights contribute to a deeper understanding of the role of AI in EFL instructions and offer practical recommendations for optimizing the use of AI tools in Vietnamese higher education.
Tài liệu tham khảo
Bahroun, Z., Anane, C., Ahmed, V., & Zacca, A. (2023). Transforming education: A
comprehensive review of generative artificial intelligence in educational settings through bibliometric and content analysis. Sustainability, 15(17), 12983.
https://doi.org/10.3390/su151712983
Baskara, F. R., & Mukarto, F. X. (2023). Exploring the implications of Chat GPT for language learning in higher education. Indonesian Journal of English Language Teaching and Applied Linguistics, 7, 343–358.
Chen, L., Chen, P., & Lin, Z. (2020), Artificial Intelligence in Education: A Review, IEEE Access, 8, 75264-75278, doi: 10.1109/ACCESS.2020.2988510
Chen, Y., Jensen, S., Albert, L. J., Gupta, S., & Lee, T. (2023). Artificial intelligence (AI) student assistants in the classroom: Designing chatbots to support student success. Information Systems Frontiers, 25, 161-182. https://doi.org/10.1007/s10796-022-10291-4
Chiu, T. K. F., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4, 100118. https://doi.org/10.1016/j.caeai.2022.100118
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.
Creswell, J. W., & Creswell, J. D. (2018). Research Design. SAGE Publications.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. SAGE Publications.
Cojean, S., Brun, L., Amadieu, F., & Dessus, P. (2023). Teachers’ attitudes towards AI: what is the difference with non-AI technologies? Proceedings of the Annual Meeting of the Cognitive Science Society, 45. https://escholarship.org/uc/item/0r55s1jb
Davis, F. D. (1985). A technology acceptance model for empirically testing new end-user information systems: Theory andresults [Doctoral dissertation]. Massachusetts Institute of Technology
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109-134. doi: 10.1016/0092-6566(85)90023-6
Divekar, R. R., Drozdal, J., Chabot, S., Zhou, Y., Su, H., Chen, Y., et al. (2022). Foreign language acquisition via artificial intelligence and extended reality: design and evaluation. Computer Assisted Language Learning, 35, 2332–2360. doi: 10.1080/09588221.2021.1879162
Haseski, H. I. (2019). What Do Turkish Pre-Service Teachers Think About Artificial Intelligence? International Journal of Computer Science Education in Schools, 3(2). DOI: 10.21585/ijcses.v3i2.55
Hua, Hieu & Le, Thao. (2024). Exploring the Impact of AI in Language Education: Vietnamese EFL Teachers’ Views on Using ChatGPT for Fairy Tale Retelling Tasks. International Journal of Learning, Teaching and Educational Research. 23. 486-503. 10.26803/ijlter.23.3.24.
Hong, W. C. H. (2023). The impact of Chat GPT on foreign language teaching and learning: opportunities in education and research. Journal of Educational Technology and Innovation, 5, 37–45.
Huang, X., Zou, D., Cheng, G., Chen, X., and Xie, H. (2023). Trends, research issues and applications of artificial intelligence in language education. Educational Technology & Society,26, 112–131.
Kim, N. Y. (2019). A study on the use of artificial intelligence Chatbots for improving English grammar skills. Journal of Digital Convergence,17, 89–110.
Kumar, D., Haque, A., Mishra, K., Islam, F., Kumar Mishra, B., & Ahmad, S. (2023). Exploring the Transformative Role of Artificial Intelligence and Metaverse in Education: A Comprehensive Review. Metaverse Basic and Applied Research, 2, 55. https://doi.org/10.56294/mr202355
Lin, H. (2022). Influences of Artificial Intelligence in Education on Teaching Effectiveness: The Mediating Effect of Teachers’ Perceptions of Educational Technology. International Journal of Emerging Technologies in Learning, 17(24), 144-156. https://doi.org/10.3991/ijet.v17i24.36037
Madhavi, E., Sivapurapu, L., Koppula, V., Rani, P. E., & Sreehari, V. (2023). Developing learners’ English-speaking skills using ICT and AI tools. Journal of Advanced Research in Applied Sciences and Engineering Technology, 32(2), 142−153.https://doi.org/10.37934/araset.32.2.142153
Moore, S. L., & Tillberg-Webb, H. K. (2023). Ethics and educational technology: Reflection, interrogation, and design as a framework for practice. Taylor & Francis.
Nguyen, L. Q., & Le, H. V. (2023). Enhancing L2 learners’ lexical gains via Quizlet learning tool: the role of individual differences. Education and Information Technologies, 28, 12143–12167. doi: 10.1007/s10639-023-11673-0
Nguyen, T. H. B., & Tran, T. D. H. (2023). Exploring the efficacy of ChatGPT in language teaching. AsiaCALL Online Journal, 14(2), 156−167. https://doi.org/10.54855/acoj.231421
Nguyen, T. (2023). The Influence of ChatGPT and AI Tools on Vietnamese Education. https://doi.org/10.35542/osf.io/bx9ft0
Shadiev, R., and Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching, Sustainability, doi: 10.3390/su12020524
Thu, C. H., Bang, H. C., & Cao, L. (2023). Integrating ChatGPT into Online Education System in Vietnam: Opportunities and Challenges. https://doi.org/10.35542/osf.io/hqyut
Toncic, J. (2020). Teachers, AI grammar checkers, and the newest literacies: Emending writing pedagogy and assessment. Digital Culture & Education, 12(1), 26-51.
Truong, Hana & Cao, Linh & Nguyen, Phong & Nguyen, Thu & Nguyen, Phuong. (2023). Vai Trò Của ChatGPT Đối Với Giáo Dục Việt Nam [The Role of ChatGPT in Vietnamese Education] 10.35542/osf.io/sehbq.
Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
Warschauer, M., Tseng, W., Yim, S., Webster, T., Jacob, S., Du, Q, & Tate, T. (2023). The affordances and contradictions of AI-generated text for second language writers. https://dx.doi.org/10.2139/ssrn.4404380
Zhai, X. (2022). ChatGPT user experience: Implications for education. https://dx.doi.org/10.2139/ssrn.4312418
Zhang, R., & Zou, D. (2020). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. . Computer Assisted Language Learning, 35, 696–742. doi: 10.1080/09588221.2020.1744666
Zhang, Ch. et al. (2023). Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis. International Journal of Educational Technology in Higher Education, 20, 49. https://doi.org/10.1186/s41239-023-00420-
