Speaker
Description
In the context of rapid digital transformation, artificial intelligence (AI) has been increasingly integrated into English as a Second Language (ESL) learning, offering new opportunities to enhance language acquisition. This study examines Vietnamese university students’ perceptions of AI as a support tool, their usage patterns, and its perceived impact on English language development. A quantitative research design was employed with data collected from 300 undergraduate students across multiple universities in Vietnam using a structured questionnaire. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis. Findings show that students generally hold positive perceptions of AI, particularly regarding personalized learning, immediate feedback, and learner autonomy. AI tools are most frequently used for vocabulary learning, writing assistance, and grammar correction, while speaking practice remains limited. Statistical results indicate a significant positive relationship between AI use and perceived improvements in English proficiency, especially in vocabulary and writing skills. However, issues such as over-reliance on AI, potential inaccuracies, and limited critical evaluation of AI-generated output are also reported. This study provides empirical evidence from the Vietnamese higher education context on AI-supported ESL learning. It highlights both the benefits and challenges of AI integration and suggests pedagogical implications for more balanced and effective use. Future research is recommended to adopt longitudinal designs and objective proficiency measures to examine long-term impacts of AI on language development.
Keywords: Artificial intelligence, ESL learning, AI-assisted language learning, student perceptions, language development, Vietnam
