TESOL INTERNATIONAL CONFERENCE 2025

5 Aug 2025, 07:30 → 6 Aug 2025, 16:00 Asia/Ho_Chi_Minh

Main Conferene Hall (HUFLIT University)

🌐 TESOL International Conference 2025

📅 Day 1: August 5th, 2025
📍 Venue: HUFLIT University (Hoc Mon campus), 806 Le Quang Dao, My Hoa 3 Hamlet, Tan Xuan Commune, Hoc Mon district, Ho Chi Minh city, Vietnam. (Google Map Link)

📅 Day 2: August 6th, 2025
📍 Venue: Eden Star Hotel, 38 Bui Thi Xuan, District 1, Ho Chi Minh city, Vietnam. (Google Map Link)

🕒 Timezone: Asia/Ho_Chi_Minh

🎓 Conference Overview

Welcome to the International TESOL Conference 2025, organized by INTESOL Vietnam, VEDUCON, EDC (Center for Education and Digital Technology - Ha Noi University of Education) in collaboration with HUFLIT University (Ho Chi Minh City University of Foreign Languages and Information Technology).

INTESOL Worldwide, established in 1993 in the UK, is a global leader in TEFL/TESOL training. This conference reflects our commitment to empowering educators and fostering excellence in English language teaching.

This year’s conference theme is:

"Teaching English with INTESOL in an Artificial Intelligence World"

Artificial Intelligence (AI) is revolutionizing education — reshaping how English is taught, learned, and assessed. This conference offers a platform for educators, researchers, and practitioners to explore innovations, challenges, and the ethical landscape of AI in TESOL.

💡 Conference Topics

We welcome contributions under the following four key areas:

1️⃣ AI and TESOL: Innovations in English Language Teaching

• AI-powered tools for language acquisition and learning support
• Chatbots, virtual assistants, and automated tutors in TESOL
• Adaptive and personalized learning technologies

2️⃣ The AI Revolution in TESOL: Teaching, Learning, and Innovation

• AI’s impact on teaching methodologies and curriculum development
• AI in teacher training and professional development
• Ethical dimensions of AI in education

3️⃣ Harnessing AI in TESOL: Opportunities and Challenges

• AI in assessment, feedback, and learner evaluation
• Addressing biases and limitations of AI in language education
• Supporting non-native English-speaking teachers and learners

4️⃣ Teaching English in the Age of AI: Perspectives and Practices

• AI-enhanced lesson planning and content creation
• AI’s influence on second language acquisition theories
• Inclusivity and accessibility through AI in TESOL

📑 Submission Guidelines

We invite the following types of submissions:

Submission Type	Word Count
Full Research Papers	4,000–6,000 words
Short Papers / Work-in-Progress Reports	2,000–3,500 words
Practical Workshops / Demonstrations	1,000-word proposal
Poster Presentations	Abstract (300–500 words)

• All submissions must be in English.
• Use APA 7th Edition formatting.
• File format: Word (.docx).

👉 APA style guide: https://www.scribbr.com/apa-style/format/

 Highlights

• This is a free conference. No submission or participation fees.
• Accepted papers will be published in Conference Proceedings with ISBN.
• Network with international TESOL professionals and innovators.

🗓️ Key Dates

• Abstract Submission Deadline: June 01, 2025
• Notification of Acceptance: June 16, 2025
• Full Paper Submission Deadline: July 15, 2025

🤝 Join Us!

Explore how AI is transforming TESOL. Share your research, engage in insightful discussions, and connect with global peers.

🔗 The call for abstracts is now open.
Click "Submit new abstract" to participate in this transformative conference experience.

 

CALL FOR PAPERS.pdf

TESOL_Conference_Paper_Template for authors.docx

Tuesday 5 August

07:30 → 08:00 Day 1 Plenary: Check-in

08:00 → 08:30 Day 1 Plenary: Opening Ceremony: Welcome speech by President/Vice President, HUFLIT | Welcome speech by Ms Mihaela Dascalu, on behalf of INTESOL Worldwide UK | Opening speech by Dr. Van Nguyen, Director, INTESOL Vietnam

08:30 → 09:15 Bridging Cultures and Technologies: Enhancing Teacher Reflection in Vietnam through AI (workshop)

This workshop aims to explore how AI can support meaningful teacher reflection within the specific cultural context of English language education in Vietnam. Drawing on Hofstede’s cultural dimensions, the presentation part outlines key factors—such as high power distance, collectivism, and long-term orientation—that influence how Vietnamese teachers engage with professional development and self-evaluation. Genuine reflection is essential for teacher growth, yet traditional practices may discourage open self-assessment or peer critique. This workshop demonstrates how AI tools can offer structured, private, and culturally respectful pathways for reflection that align with local values while encouraging deeper professional inquiry. Examples include AI-driven prompts, classroom data analysis, and mediated peer feedback systems. Participants will share their knowledge through collaboration during the workshop and leave with practical strategies and adaptable tools to promote reflective teaching in ways that are both context-sensitive and innovation-driven.
Keywords: culturally contextualised professional development, ELT in Vietnam, reflective practice, AI-assisted reflective tools

Speaker: Ms Mihaela Silvia Dascalu (INTESOL Worldwide)

09:15 → 10:00 AI in El Salvador´s English Classroom: Hype, Help, or Headache

Keynote Speaker 2: Dr. Vien Cao
Professor of English - ESEN and Teachers Up, El Salvador

Speaker: Vien Cao (Escuela Superior de Economía y Negocios (ESEN))

10:00 → 10:30 Coffee Break & Photo session

10:30 → 11:15 Specialized Workshop: The AI Revolution in TESOL: Teaching, Learning, and Innovation – The Ethical Dimensions of AI in Education

In the movie "The Imitation Game," the main character, mathematician Alan Turing, develops a machine that decodes encrypted German messages (Tyldum, 2014). In World War II, the Germans used these "Enigma Codes" to communicate battle positions and strategy against the Allied Forces. Turing invented a machine that was able to decipher the Enigma. As excited as Turing and his team were with the new-found capability, the invention presented an ethical dilemma for Turing and his team. Based on the movie, if they shared the decoded information, the Germans would know that Enigma had been figured out and would change course; thus, the chances of ending the war would have been throttled. Even though soldiers and assets could have been saved and protected, Turing decided to share limited information with the Allies to keep the discovery secret. The war eventually ended, and Turing and his invention are ultimately credited for helping to end World War II. Turing's machine, an early example of Artificial Intelligence (AI), provided benefits while raising ethical and moral concerns with the advent of the technology.

With the foregoing in mind, this specialized workshop seeks to explore the intricate relationship between AI and TESOL education. Participants will be presented with information that aims to:
• Define AI in the Context of TESOL: Clarifying what constitutes AI technology and its specific applications within language education.
• Review Relevant Literature: Analyzing existing research to identify both the advantages AI can offer and the ethical challenges it presents.

Speaker: Ms Vickie Miller (INTESOL Worldwide Franchise - Southern USA)

11:15 → 12:00 From Awareness to Action: Ethics in Students’ AI Tools Use

Keynote Speaker 4: Dr. Tran Vu Diem Thuy
Head of Applied Linguistics Section - HUFLIT University

Speaker: Thuy Tran (Ho Chi Minh City University of Foreign Languages - Information Technology)

12:00 → 13:30 Lunch

13:30 → 14:00 AI Tools in English Writing Development: Benefits and Challenges for Non-English Major Students at Thu Dau Mot University

Abstract
The integration of artificial intelligence (AI) tools into writing skill development offers transformative potential but also presents significant challenges, particularly in terms of plagiarism risks. This quantitative study, utilizing a questionnaire, targets non-English major students at Thu Dau Mot University (TDMU) to examine the benefits and drawbacks of utilizing AI tools to enhance students’ English writing abilities. These tools support accuracy, such as refining grammar, enriching vocabulary, and improving sentence clarity. However, the disadvantages are significant, as AI tools may diminish personal creativity by fostering reliance on repetitive or less original outputs, reducing motivation, and impeding the development of unique writing styles. Their potential to compromise creativity and social engagement highlights the need for a balanced approach. Educators and EFL students should leverage AI as a supportive tool while prioritizing independent thinking to maximize benefits and mitigate risks.
Keywords: AI tools, writing skills, pros and cons, EFL students, non-English majors.

Speakers: Duyên Lê Thị Mỹ (Thu Dau Mot University), Ms Hân Hoàng Đoàn Gia (Thu Dau Mot University), Ms Thúy Trịnh Hồng (Thu Dau Mot University), Ms Ánh Nguyễn Thị Ngọc (Thu Dau Mot University), Ms Đoan Lê Hoàng Khánh (Thu Dau Mot University)

13:30 → 14:00 ATTIDUDE OF ENGLISH-MAJOR STUDENTS OF NHA TRANG UNIVERSITY TOWARDS USING CHATGPT FOR WRITING SKILLS

Writing is a difficult but necessary for English learners and includes a multi-step process such as brainstorming, outlining, drafting, editing and finalizing. Learners need help to achieve fluency and coherence for this skill. In the information technology era, learners frequently use artificial intelligence AI, the most popular of which is ChatGPT to complete their assignments. This paper aims to discover the potential benefits and difficulties in using ChatGPT to support writing skills of English-major students at Nha Trang University. The population were 116 freshmen and sophomores in the second semester of the 2024-2025 school year. Both the qualitative methods (personal interviews) and quantitative methods (online surveys) were utilized. The results were that the students used ChatGPT to come up with suggestions on writing content and ideas; improving their papers; correcting grammar and spelling errors. However, they faced difficulties in plagiarism; validity and reliability; distinguishing between correct and incorrect prompts; and encountering inappropriate responses. This paper suggests lecturers and students the effective use of ChatGPT for writing skills.
KEYWORDS: AI, ChatGPT, Writing skills, English-major students, Attitude

Speaker: Bùi Thị Ngọc Oanh (Nha Trang University)

13:30 → 14:00 Empowering EFL Learners through AI—Opportunities, Challenges, and the Human Element

Education at all levels has undergone radical changes in recent years, largely due to the rise of artificial intelligence (AI). Within Taiwanese colleges, collectivism and conformity often outweigh individuality and diversity. The information overload of the AI era, coupled with a cultural tendency toward conformity, has further complicated efforts to enhance English as a foreign language (EFL) students’ critical thinking and speaking proficiency. This nine-month mixed-methods study involved 40 first-year university students in Taiwan. Data were collected through surveys, reflections, teacher and TA observations, and speaking tasks. Qualitative data were analyzed using theme-based content analysis; speaking performance was evaluated with descriptive statistics. Preliminary findings reveal three trends. First, given time, students expressed their ideas more confidently, but struggled to critically analyze complex issues from diverse perspectives. Second, AI-generated critical-thinking questions provided an effective "learning path" for students, promoting a shared learning experience where individual voices were acknowledged. Third, technology-supported platforms optimized class time through non-linear sharing, efficient content delivery, and collaborative group work. AI advancements offer EFL teaching and learning a wide array of opportunities. With clear guidance, authentic materials addressing social and global issues, and AI-generated critical-thinking prompts, first-year university students’ speaking proficiency can be meaningfully strengthened. These benefits are most evident when learners have sufficient time to discuss, reflect, and articulate ideas. AI can quickly adapt content to match learners' levels and interests. However, effective implementation requires ongoing instructor guidance to ensure that the fundamental human elements—reasoning, reflection, and discussion—remain central to the learning process.

Speaker: Chiung-Yao Wang (National Central University)

14:00 → 14:30 Teaching with ChatGPT in Vietnam: A Case Study from PMP English Center

This article explores the integration of artificial intelligence, specifically ChatGPT, into ESL instruction to support the development of speaking and writing skills. Based on classroom practices at PMP English Center in Thu Duc, Ho Chi Minh City, the paper illustrates how AI can effectively complement teacher-led instruction.
For speaking practice, ChatGPT provides learners with structured examples and topic-relevant models, helping them gain confidence and fluency. Initially used as scaffolding during topic introduction, AI support gradually fades as learners begin to express ideas more independently. In writing, especially in exam-focused classes such as KET, PET, and IELTS, ChatGPT delivers clear, instant feedback on language accuracy, coherence, and task achievement-enhancing both student awareness and classroom efficiency.
Rather than replacing teachers, AI tools should be viewed as co-pilots enhancing instruction and offering real-time support. The article advocates for a collaborative offline-online classroom model, where educators and AI work in tandem to create a more personalized and effective learning experience.

Speaker: Ivan Vozmilov (PMP English)

14:00 → 14:30 UTILIZING ARTIFICIAL INTELLIGENCE TO IMPROVE SPEAKING SKILLS FOR HUFLIT STUDENTS

ABSTRACT
Artificial Intelligence (AI) is revolutionizing various aspects of education, including language learning. Learners' well-being is influenced by various factors, including technological, personal and contextual elements. This paper aims to explore the use of AI chatbots, specifically AI tool called ChatGPT as an AI-powered English speaking assistant for students learning English as the foreign language (EFL). In this research, ChatGPT is employed as self-regulated learning for facilitating students’ speaking performance and interactions during the learning process in a university speaking classroom. The research is conducted on 40 freshmen at Ho Chi Minh city University of foreign Languages and Information Technology (Huflit), and the results of the research is collected through a questionnaire sent via google form after the AI tools were applied to search students’ reaction as well as their improvements in speaking skills. Three-thirds of students believe that AI Chatbot tools have helped them learn more efficiently as they are imitating human natural conversations interacting with diverse people, learning things, trying to make them believe that it is a human person behind the screen. The findings reveal that integrating AI tools such as chat GPT, Replika, Duolinggo into the learning process not only enhances students’ speaking skills but also reduces their anxiety and boosts their confidence when communicating in English.
Key words: Artificial Intelligence (AI), chatbots, chat GPT, Huflit

Speaker: Nguyen Thi Phuong Anh (HUFLIT University)

14:00 → 14:30 University EFL Lecturers' Perceptions toward GenAI in teaching English

As Generative Artificial Intelligence (GenAI) continues to shape educational practices worldwide, understanding how EFL teachers in a university context perceive its integration is vital. This study explores Vietnamese university EFL lecturers' perceptions of the benefits and challenges of using GenAI tools in English language instruction. Adopting a qualitative methodology, in-depth interviews were conducted with lecturers from public universities to examine how they understand, evaluate, and apply GenAI in their teaching practices. The findings reveal a mix of enthusiasm and caution, while many participants recognized GenAI’s potential to personalize learning, enhance creativity, and improve student engagement, concerns were raised about academic integrity, over-reliance on technology, and the lack of institutional support and training. Factors influencing adoption included personal attitudes toward technology, prior digital literacy, perceived student readiness, and broader institutional policies. The study concludes that while GenAI offers transformative opportunities for EFL instruction, its successful implementation depends largely on teacher preparedness, ethical considerations, and contextual adaptability. These insights highlight the need for targeted professional development and policy frameworks that align with teachers’ needs and values in order to maximize the pedagogical benefits of GenAI in language education.

Speakers: Huyen Nguyen (Ho Chi Minh City University of Industry and Trade), Ms Hien Hoang Thi Ngọc (Ho Chi Minh Cit University of Economics and Finance)

14:30 → 15:00 Exploring the Effects of AI-Powered IELTS Writing Checker Bot on Grammar Competency among IELTS Learners

In the technological era, integrating AI tools into teaching writing skill for EFL learners has proved effective and received considerable attention of many educators. This study aims at exploring the impact of IELTS Writing Checker Bot, an AI-powered chatbot designed to evaluate IELTS essays, on improving grammar competency among IELTS learners. The research employed a mixed-method experimental design, involving 80 senior students at Ho Chi Minh City University of Foreign Languages and Information Technology. The experimental group utilized the IELTS Writing Checker Bot within a period of 12 weeks while the control group received traditional instructions. Quantitative data were collected through pre-tests, post-tests, and questionnaires. The results reveal that the experimental group outperformed their peers in the control group in terms of the "Grammatical Range and Accuracy" criterion. In addition, according to the results of the questionnaire and interviews, students characterized the IELTS Writing Checker Bot as a user-friendly and inspiring tool which made it easier for them to correct errors and encouraged them to practice writing essays more frequently. These findings suggest that IELTS Writing Checker Bot can be an effective tool to enhance grammar learning as well as improving writing skill. Further research is recommended to investigate its effectiveness when applied to a larger group of EFL students.
Key words: IELTS writing checker bot, AI-powered chatbot, grammar competency, IELTS writing, EFL learners.

Speaker: Ms Thi Huyen Tran Nguyen (Ho Chi Minh City University of Foreign Languages and Information Technology (HUFLIT))

14:30 → 15:00 Exploring the Potential of AI Applications in Personalized Learning for EFL Learners

With the bloom of AI in almost all aspects of life, especially when AI platforms are updated with multifunctions that are changing the way users work and learn. Aiming to better facilitate our learners with their new way of learning, we are two Vietnamese educators reflecting our teaching and exploring the potentials of AI applications in language teaching using 3 chat bots Chat GPT, Gemini, and Deep Seek in lesson planning and evaluation. Based on the need of personalized learning for our non- native English speaking learners stemming from fast paced non- traditional requirements from their schools and multi personal goals, we have intentionally used and combined AI tools to tailor the lessons, create tasks for daily practice, framework for evaluation, and strategies for improvement adaptive to learners’ progress. Using the qualitative research approach, namely teachers’ self reflection and observation, the study’s findings revealed that technology- assisted tools successfully help teachers in designing appropriate lesson plans and boost students’ competence due to higher frequency of practice, clearer evaluation indicators and detailed directions for improvement. AI tools are helpful assistants but need to be tactfully used with teachers’ strategic consciousness.

Key words: AI applications, personalized learning, EFL learners

Speaker: Ms Chi Vu

14:30 → 15:00 Supporting Learning Through AI: Insights from English-Majored Students and Instructors

Grounded in Constructivist Learning Theory and Vygotsky’s Sociocultural Theory—particularly the Zone of Proximal Development (ZPD)—this study explores how English-majored students perceive the role of artificial intelligence (AI) tools in their academic learning. A survey of 186 students was analyzed using exploratory factor analysis (EFA), revealing two distinct but correlated factors: Metacognitive and Collaborative AI Use and Instrumental and Performance-Oriented Use. The former reflects students’ use of AI for idea generation, drafting, and self-directed learning, aligning with active cognitive engagement and guided learning within the ZPD. The latter emphasizes grade improvement, efficiency, and confidence building—highlighting a performance-focused orientation. The two-factor model explained 50% of the total variance and demonstrated good fit (RMSEA = 0.073; TLI = 0.869; RMSR = 0.05), with a moderate inter-factor correlation (r = 0.63).

To deepen the interpretation of these student perspectives, a parallel survey of 30 TESOL instructors is underway. This instructor survey is structured around the TPACK framework and Borg’s (2003) Teacher Belief and Practice Theory, focusing on how teachers with varying levels of experience (early-career, mid-career, and veteran) perceive and integrate AI into their teaching. Triangulating student and teacher data provides a more comprehensive understanding of the opportunities and challenges of using AI for formative feedback, learner support, and instructional planning in TESOL contexts. This study contributes practical insights into AI-enhanced pedagogy and its implications for supporting both learners and non-native English-speaking educators.

Speaker: Dr Hoa Pham (Nha Trang University)

15:00 → 15:30 Drawing the Line in Navigating ChatGPT: Vietnamese EFL Learners' Voices

This study examines Vietnamese EFL learners’ voices on using ChatGPT for learning essay writing. The study engaged 14 participants both majors and non-majors of English in deploying ChatGPT to complete essay tasks over 13 lesson periods. The process culminated with semi-structured interviews conducted with to delve into their lived experience, and the data were analysed using a phenomenological analysis. Findings indicated that the learners viewed ChatGPT as a valuable tool for generating ideas, improving essay structure and linguistic proficiency. They also identified several risks, especially highlighting overreliance on the tool and the challenge of drawing an ethical line in employing ChatGPT-generated ideas. The study implies the need for training EFL learners in critical thinking and AI literacy skills to leverage the ethical and responsible use of AI in language learning.

Speakers: Dr Loi Nguyen (Can Tho University), Mr Phuc Nguyen (Can Tho University), Mrs Hang Chung Thi (Can Tho University)

15:00 → 15:30 Making use of A.I from the Perspectives of English Lecturers

In recent years, A.I has emerged as a valuable resource for both teachers and students within the education sector. English lecturers, in particular, have been making use of various A.I tools, including ChatGPT, to plan their lessons ahead of time. This study seeks to explore how English lecturers at a university incorporate A.I into their language teaching practices. The primary research method involves conducting in-depth interviews with experienced lecturers who are adept at utilizing A.I’s capabilities. The findings reveal that these lecturers employ key A.I features - such as translation, paraphrasing, and exercise creation - for both English and non-English majors when preparing their lessons. ChatGPT proves to be a highly effective tool for this purpose, alongside other A.I applications. The results of their preparation are evident in the engaging, current, and content-rich lessons they deliver. Finally, the study offers detailed, practical recommendations for enhancing foreign language teaching and learning.
Keywords: A.I, English lecturers, ChatGPT, in-depth interviews, recommendations

Speakers: Mrs Nga Đỗ Thị Phi (Hanoi National University of Education), Thúy Phạm Thị Thanh (Hanoi National University of Education)

15:00 → 15:30 Speak and Improve: AI in the Groove

In this workshop, participants will explore ELSA's Speech Analyzer (SA), a powerful AI tool designed to help English teachers provide more targeted feedback on their students' speaking and enable students to take control of their own learning. The primary goal of this session is to equip TESOL practitioners with hands-on, implementable strategies to maximize the benefits of SA's exceptional features in their daily teaching. Attendees will receive a comprehensive overview, learning how SA not only provides efficient, real-time, individualized feedback to students in key speaking features (pronunciation, fluency, intonation, vocabulary, and grammatical range) but also promotes increased autonomous language development for learners. Focal points are that SA has already been shown to improve student proficiency and motivation by connecting their learning with that of the professional world, and that it dramatically reduces the intense workload that detailed oral feedback requires. Ultimately, this workshop aims to provide attendees with innovative ideas for integrating AI-driven assessment and personalized learning into their curricula, highlighting the transformative implications of AI for efficient, equitable, and impactful English language teaching in our contemporary world.

Keywords: speech analyzer, AI in TESOL, personalized feedback, language assessment, teacher efficiency

Speaker: Van Anh Cao (Hanoi University of Industry)

15:30 → 16:00 A Narrative Inquiry into the Enhancement of Learner Autonomy in Blended EFL through AI-Powered Tools

In order to examine the extent to which AI-powered technologies promote learner autonomy in blended EFL environments, this qualitative study implements narrative inquiry. The research investigates the experiences of EFL learners in a Vietnamese university context with adaptive learning platforms and virtual tutors, drawing on self-regulated learning and connectivism theories. The study documents the personal narratives of how AI tools facilitate goal-setting, self-monitoring, and independent learning through narrative interviews with 12 EFL students. Thematic analysis reveals themes of learner agency, task persistence, and enhanced motivation, which demonstrate how AI technologies support sustainable ELT by reducing reliance on resource-intensive methods. The investigation addresses obstacles, including disparities in digital access, and suggests inclusive strategies to guarantee equitable access. The results provide evidence-based insights into the ways in which AI tools enable EFL learners to develop autonomy, thereby preparing them for global communication. This research enhances comprehension of learner-centred ELT practices by emphasising the role of technology in the development of sustainable and effective learning environments.

Speakers: Ngoc Giang Tran (Hanoi National University of Education), Dr Thi Cam Trang Thai (Hanoi National University of Education)

15:30 → 16:00 THE APPLICATION OF AI IN COMPOSING VIETNAMESE-ENGLISH TRANSLATION STRUCTURE EXERCISES IN HUFLIT

ABSTRACT
Only based on translation textbook lessons, especially in an environment overwhelmed with free softwares such as Bing Translator, Google Translate, Google Lens Homework, will certainly create monotony and boredom leading to the suppression of learning motivation, which seems to be getting weaker and weaker in Translation-1 students at the Faculty of Foreign Languages, HUFLIT. Students here are inherently very weak in grammar and structure; Therefore, they face all obstacles in higher subjects, requiring a solid background in basic subjects. This article aims to create specific perspectives on what lecturers can prepare and implement in the classroom, namely using AI to create interesting Structural Translation exercises, a kernel essence of learning language, to create a more effective learning environment for university students. especially to create better learning motivation, help students be passionate about learning translation coordinated with various structures and achieving good results.
Keywords: Google Lens Homework, learning motivation, Structural Translation, kernel essence, translation textbook lessons

Speaker: Duc Chau Nguyen (HUFLIT)

15:30 → 16:00 Using AI for Teaching and Learning ESP: Benefits and Recommendations

Nguyễn Thị Bạch Yến

16:00 → 16:30 Defining Integrity in the AI Era: Perceptions and Policy Gaps in Academic AI Use in English Language Studies

As generative AI tools like ChatGPT, Grammarly, and Quillbot become increasingly embedded in English language learning, questions surrounding academic integrity have gained new urgency. This study investigates how English-major students at the Vietnam Aviation Academy (VAA) perceive the ethical boundaries of AI use in academic contexts and assesses the extent to which current institutional policies address these emerging challenges. Employing a mixed-methods approach, the research collected data through an online student survey, semi-structured interviews, and content analysis of academic regulations and course documents. Findings reveal that while students frequently use AI to support writing and learning, they lack a consistent understanding of what constitutes ethical AI use in academic work. Institutional policies, however, remain vague or silent on AI-related issues, contributing to uncertainty and inconsistent practices in managing AI tools within the academic environment. The study identifies key gaps between student perceptions and institutional expectations and argues for the urgent need to update academic integrity frameworks to accommodate AI technologies. It concludes by offering context-specific recommendations for AI policy development, enhancing student AI literacy training, and ensuring the ethical integration of AI in English Language Studies.

Keywords: AI in education, academic integrity, ethical AI use, generative AI, TESOL curriculum

Speaker: Ms Huyen Nguyen Thu (Vietnam Aviation Academy)

16:00 → 16:30 STUDENTS’ PERSPECTIVES ON USING CHATGPT AND GROK IN LEARNING ENGLISH AT BINH DUONG UNIVERSITY

This research investigates the effectiveness and accessibility of AI-based language models, particularly ChatGPT and Grok, in enhancing Binh Duong University students’ English reading and writing skills. By analyzing students’ perceptions through qualitative interviews, the research aims to assess the usability, effectiveness, and impact of these AI tools on academic tasks. The research employs a mixed-method approach, integrating thematic analysis to identify key patterns in student experiences. Findings reveal that students perceive ChatGPT and Grok as highly user-friendly, accessible, and effective for improving writing quality, grammar accuracy, and vocabulary enhancement. Many participants report increased confidence in their reading and writing abilities and appreciate the immediate feedback provided by these tools. Additionally, the research highlights the role of AI in reducing students’ dependence on lecturers for writing corrections and fostering greater autonomy in learning. Future research should explore the long-term effects of AI-assisted learning, considering its impact on students’ cognitive skills, creativity, and academic integrity. By addressing a critical gap in the literature, this research contributes to the ongoing discourse on AI in education, advocating for a responsible and strategic implementation of AI in academic writing support.

Speaker: Phat Tran Tan (Nguyen Tat Thanh University)

16:00 → 16:30 Training the Trainers: Preparing TESOL Teacher Educators for AI Integration

As artificial intelligence transforms language education, TESOL teacher educators face the critical challenge of preparing future educators to effectively integrate AI tools while maintaining pedagogical integrity. This paper examines current research on AI literacy among teacher educators, identifies key competencies needed for effective AI integration, and proposes a comprehensive professional development framework. Through analysis of recent studies, emerging challenges, and successful implementation strategies, this study presents a roadmap for developing AI-literate teacher educators who can guide the next generation of TESOL professionals. The proposed framework emphasizes critical AI literacy, pedagogical reasoning, ethical considerations, and practical implementation skills while addressing common barriers to adoption. As AI continues reshaping educational landscapes, teacher educators must evolve from technology users to technology leaders, fostering informed, ethical, and effective AI integration in language education.
Keywords: TESOL teacher education, AI integration, professional development, digital literacy, educational technology

Speaker: Anh Pham

Wednesday 6 August

07:30 → 08:00 Day 2: Check-in

08:00 → 08:15 Day 2: Opening Remarks: Welcome speech by HEW London Director | Opening Speech by Dr Van Nguyen, INTESOL Vietnam Director

08:15 → 09:00 Day 2: Sponsor and Organisation Committee Appreciation | Announcement of INTESOL Community

09:00 → 09:45 Day 2: Speaker 1: Ms. Mihaela Dascalu - INTESOL Worldwide | Topic: Bridging Cultures and Technologies: Enhancing Teacher Reflection in Vietnam through AI (Part 2)

09:45 → 10:30 Day 2: Speaker 2: Mr. Guillermo Reyna - Veducon - INTESOL Vietnam | Topic: Harnessing Artificial Intelligence to Enhance Debate-Integrated ESL Instruction: Challenges and Pedagogical Opportunities

10:30 → 11:15 Day 2: Speaker 3: Ms. Hoai Nguyen - INTESOL Alumnus - EDC – Hanoi National University of Education | Topic: AI literacy and curriculum development: ELT tertiary students’ perspectives

11:15 → 12:00 Day 2: Speaker 4: Ms. Nguyen Thi Thanh Thuy - INTESOL Alumnus - Hew London | Topic: Exploring the Potential of AI Applications in Personalised Learning for EFL Learners