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Description
This study examines how artificial intelligence (AI) is being researched and perceived in English language education among English-major students at HUFLIT in Ho Chi Minh City, Vietnam. It has two main aims: to map the research methods currently used to investigate AI in English language education and to explore students’ attitudes toward AI-supported learning. Adopting a mixed-methods design, the study first conducts a systematic review of recent institutional and classroom-based projects on AI in English teaching and learning at HUFLIT, identifying predominant methodological choices, data collection instruments, and analytical approaches. Building on these findings, a questionnaire survey is administered to English majors to investigate their perceived benefits, challenges, and ethical concerns regarding AI tools in language learning, followed by semi-structured interviews with a subset of participants to gain deeper qualitative insights. The results are expected to reveal patterns in how AI-related research is conceptualized methodologically, as well as how students negotiate issues such as autonomy, academic integrity, and trust in AI-generated feedback. The study aims to inform more rigorous research design in AI-in-education projects and to provide evidence-based recommendations for integrating AI into English language curricula at HUFLIT and similar Vietnamese universities.
Keywords: artificial intelligence, English language education, research methods, student perceptions
