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Description
AI and Digital technologies have been taking a crucial focus in the English language learning in higher education in high-stakes preparation institutions like IELTS. While there are many international studies that consider the role of technology in facilitating language learning, fewer have included examining how Vietnamese EFL teachers perceive the factors influencing their adoption of digital and AI-driven tools in teaching high-quality students to take the IELTS. This research investigates what influences the adoption of such technologies by teachers in Vietnamese higher education institutions which provide high-quality programmes. A mixed-method approach – survey responses from 50 IELTS lecturers together with interviews were utilised to elicit more detailed findings. Results indicate that teachers’ willingness to use AI-supported and digital technologies is driven by five main factors: pedagogic beliefs, technological knowledge and digital competence, personal interest and perceived usefulness, time constraints and workload, as well as institutional culture, infrastructure, and policy support. Despite the gains that teachers cited that AI enhances performance such as automatic feedback, enhanced learner engagement, accelerated test-prep, teachers recognised concern about AI effectiveness and reliability (in terms of learning) and students’ dependence upon AI tools and possible inconsistencies with IELTS assessment criteria. These findings highlight the necessity of systematic AI literacy training, clearer institutional guidelines & implementation of digital pedagogy principles in the curriculum and policy framework for the more critical and potent use of AI-supported technologies in IELTS-directed instruction for students.
