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Description
The transition from English as a Foreign Language (EFL) to English as a Second Language (ESL) in Vietnam calls for pedagogical approaches that promote authentic and context-rich language use, particularly in English for Specific Purposes (ESP) such as Medical English. This study explores the effectiveness of AI-assisted role-play in enhancing students’ medical English counseling skills in a Vietnamese university context. A quantitative survey design, supported by follow-up interviews, was employed with 92 English-major students from three intact classes enrolled in a Medical English course. Data were collected through a structured questionnaire measuring students’ perceived improvement in communication skills, confidence, and the usefulness of AI-assisted learning. Descriptive statistics indicated that a majority of students reported positive learning outcomes, with high mean scores in perceived speaking improvement (M = 4.15/5), confidence in medical communication (M = 4.08/5), and engagement in AI-assisted activities (M = 4.26/5). Reliability analysis showed acceptable internal consistency (Cronbach’s alpha = 0.87). In addition, interview data provided supportive insights into how AI-assisted role-play created interactive and simulated clinical environments, enabling students to practice authentic doctor-patient communication. The findings suggest that AI-assisted role-play can contribute to the development of ESL-oriented communication skills by fostering active language use and increasing learner confidence in Medical English contexts. The study offers implications for integrating AI tools into ESP curricula to support the shift toward more communicative and practice-oriented language learning environments in Vietnam.
Keywords: AI-assisted learning; Medical English; ESL-oriented communication; ESP; digital pedagogy; Vietnam
