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Description
Artificial Intelligence (AI) is becoming an increasingly important part of global education, especially in language teaching, where it supports learners through features like automated feedback, intelligent writing assistance, and adaptive learning systems. In Vietnamese higher education context,particularly in Ho Chi Minh City, AI is still emerging in English classrooms.
This study was conducted to examine the key factors influencing college English lecturers’ willingness to adopt AI tools in their teaching practices. Guided by a combined framework of the Unified Theory of Acceptance and Use of Technology (UTAUT) and Technological Pedagogical Content Knowledge (TPACK), the study examined seven constructs: Performance Expectancy (PE), Effort Expectancy (EE), Facilitating Conditions (FC), Social Influence (SI), AI Technological Knowledge (AI-TK), AI Pedagogical Knowledge (AI-TPK), and AI Technological Pedagogical Content Knowledge (AI-TPACK).
Using a mixed-methods approach, we collected quantitative data from surveys with 31 EFL lecturers and qualitative data from semi-structured interviews. The data were analyzed using SPSS for statistical tests and thematic coding for qualitative insights.
The findings revealed that lecturers exhibited a positive behavioral intention towards AI integration. All investigated factors (PE, EE, FC, SI, AI-TK, AI-TPK, AI-TPACK) showed significant positive correlations with BI. Notably, AI-TPK, AI-TK, and AI-TPACK demonstrated the strongest associations with behavioral intention. Despite minor challenges such as limited training and infrastructure, most participants expressed enthusiasm for AI’s potential to enhance instructional quality and learner engagement. These results offer practical recommendations for teacher training, policy development, and strategic planning in Vietnam’s higher education sector.
Keywords: artificial intelligence, english language teaching, AI-TPACK, UTAUT, higher education
