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Description
The rapid development of artificial intelligence (AI) technologies has significantly influenced language learning practices worldwide. In recent years, AI-powered tools such as ChatGPT, Grammarly, and other writing assistants have increasingly been used by students to support their English language learning. In the context of Vietnam’s transition toward English as a second language (ESL), understanding how learners perceive and use these technologies has become increasingly important. This study aims to explore Vietnamese university students’ perceptions of artificial intelligence tools in supporting English as a second language learning. The research was conducted among undergraduate students at Ho Chi Minh City University of Foreign Languages and Information Technology (HUFLIT). Data were collected through an online questionnaire distributed to students from January to March 2026. The survey examined students’ patterns of AI tool usage, perceived benefits, and potential challenges when using AI tools for English learning. The findings suggest that most students perceive AI tools as useful resources for improving writing, vocabulary, and grammar, as well as providing immediate feedback during the learning process. However, some students also expressed concerns regarding overreliance on AI and the accuracy of AI-generated responses. The study highlights the potential role of AI as a supportive tool in ESL learning and emphasizes the importance of guiding students to use AI technologies responsibly and effectively in language learning contexts.
Keywords: artificial intelligence, esl learning, student perceptions, educational technology, vietnamese university students
