Artificial Intelligence (AI) has had a significant impact on diverse aspects of education and English language teaching. However, there seems little investigation into how high school teachers perceive the use of AI applications, specifically in Vietnamese EFL settings. Thus, this study seeks to investigate Vietnamese high school EFL teachers’ perceptions of integrating AI applications into their classrooms. Semi-structured interviews were used to gather data from eight high school EFL teachers in Vietnam who had experience incorporating AI applications into their teaching practices. The research employed a thematic approach for the analysis of qualitative data. The findings show that most participants perceive the incorporation of AI learning tools in EFL classrooms as a promising strategy for enhancing EFL instruction and learning outcomes because they can help reduce the teachers’ workload, offer an extensive range of high-quality teaching materials, and increase the students' interest in lessons. The findings further reveal that teachers' insufficient technological proficiency, inadequate training on effective incorporation of AI applications in EFL classrooms, lack of necessary facilities, and opposition from parents of students are perceived to hinder the use of AI applications in EFL classrooms. To conclude, the study discusses the implications for second/foreign language teaching and learning.

Authors:
Que Anh Chung, Edith Cowan University, Australia

About the Presenter(s)
Ms Que Anh Chung is a University Postgraduate Student at Edith Cowan University in Australia

See this presentation on the full schedule – Friday Schedule

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