The current research aims to explore the perception of using AI-powering tools to teach English in EFL classrooms, the frequency of EFL teachers’ usage of the AI-powering tools, the poss
Introduction
Structure of the study
This study explores the impact of AI-powered tools on English teaching, highlighting both the advantages and challenges associated with their use It outlines the theoretical frameworks guiding the research, followed by a detailed explanation of the data collection and analysis methods employed The subsequent chapter presents and discusses the findings, leading to conclusions and offering suggestions while acknowledging the study's limitations.
This chapter outlines the background of the study and defines key terms related to the research It also explores the evolution of AI-powered tools in the teaching and learning of English, highlighting the integration of AIT tools in educational practices.
AI-powered tools significantly enhance EFL teachers' capabilities in developing English pronunciation, listening, speaking, reading, and writing skills This article presents various related studies and outlines the theoretical frameworks that underpin the assumptions, rationale, purpose, and core statements of these tools in the educational context.
According to UNESCO (2017), AI serves as a powerful tool for interpreting real-time data in an individualized and engaging manner, significantly enhancing education The integration of AI in language teaching and learning has emerged as a prominent area of research, as noted by Ramesh & Ongole (2020) AI-powered tools have simplified the teaching and learning processes for English as a Foreign Language (EFL) educators and students This study focuses on exploring EFL teachers' perceptions of using AI tools in English language instruction at foreign language centers in the Mekong Delta, addressing a notable research gap due to the limited studies conducted in this specific context.
Artificial Intelligence (AI) encompasses a wide range of definitions, with McCarthy et al (1955) emphasizing the goal of developing machines that exhibit human-like intelligent behaviors Rich and Knight (1991) describe AI as an endeavor to design artificial systems capable of surpassing human performance in tasks where humans currently excel Russell and Norvig (2010) further contribute to the understanding of AI, highlighting its multifaceted nature and potential applications.
Artificial intelligence (AI) refers to the capability of a computer or machine to perform tasks that typically require human-like intelligence, including reasoning, learning from experiences, and problem-solving (Nabiyev, 2012) It encompasses systems that can act or think like humans, think rationally, or act rationally (Kok et al., 2009) Mehrotra (2019) describes AI as "machine intelligence," highlighting its role in executing functions usually associated with intelligent beings Overall, AI is defined as a system designed to operate effectively according to the circumstances it encounters.
Artificial intelligence (AI) acts as an "intelligent agent" that mimics human thought and behavior by utilizing a synthesized database of experiences In the context of English language teaching in EFL classrooms at foreign language centers, AI is defined by its ability to perform tasks and respond to user requests effectively This man-made intelligence aims to replicate human cognition to address challenges across various domains When utilized correctly, AI has the potential to be an invaluable assistant to humans.
In psychology, “Perception is man's primary form of cognitive contact with the world around him” (Efron, 1969) Perception is based on internal factors
Perception, influenced by internal factors such as feelings, thoughts, and knowledge, as well as external stimuli, plays a crucial role in how individuals interpret their environment According to Eshetu (2015), perception encompasses our sensory experiences and the recognition of environmental stimuli vital for survival In the context of this study, the perceptions of EFL teachers in the Mekong Delta regarding AI-powered tools are defined by their thoughts, feelings, and knowledge about these technologies and their effectiveness in enhancing English language teaching This research aims to analyze the relationship between EFL teachers' perceived confidence and readiness to utilize AI tools and their actual usage frequency Additionally, it explores teachers' awareness of AI tools in linguistic education, the perceived benefits and challenges of these tools, and suggestions for their effective use Given the limited research on AI tools in foreign language centers, this study emphasizes the importance of understanding EFL teachers' perceptions.
2.3 The development of using AI in teaching and learning English
In recent decades, language teaching and learning have undergone a significant transformation The advancement of technology has introduced innovative and engaging methods that have largely replaced traditional approaches, marking a notable evolution in the field of language education.
Artificial Intelligence (AI) has significantly impacted language education since its introduction, transforming schools and classrooms while easing the workload for teachers (Ikedinachi et al., 2019) English as a Foreign Language (EFL) educators particularly benefit from AI-powered tools, which enhance the teaching and learning experience As the field evolves from traditional methods that rely on textbooks and notes, language education is increasingly embracing digital transformation and integrating AI technology into its processes.
AI in education seeks to improve instruction in the classroom and increase teachers' ability to support the process (Kış , 2019) Liang et al (2021) stated that
AI is revolutionizing language learning through innovative techniques Key technologies such as natural language processing, expert systems, speech recognition, robotics, and intelligent agents are integral to enhancing the language acquisition process.
AI has the potential to transform teaching and learning in education by adapting to individual learners' abilities and preferences, as highlighted by An et al (2023) and Ramesh & Ongole (2021) The effectiveness of AI applications in education hinges on their ability to monitor student progress and cater to diverse learning styles Research indicates that AI tools can significantly enhance English language teaching by integrating language practice into students' daily lives, thereby fostering innovation and reform in teaching methodologies (Yang, 2020).
The development of AI in education offers significant benefits for EFL teachers globally, as highlighted by Fitria (2021), who notes that AI tools can alleviate the pressures faced by educators She recommends various AI-powered tools for both teachers and learners, including Google Translate, Text to Speech (TTS), English Able, Orai, Elsa, Chatbot, Duolingo, and Neo These tools, equipped with speech recognition technology, machine translation, voice assistants, and virtual tutors, are anticipated to bring innovation to foreign language teaching.
In 2023, EFL teachers can leverage AI to create personalized, flexible, and engaging learning experiences (Orsi et al., 2020) Beyond classroom support, AI tools assist in curriculum development, identifying students' weaknesses, and automating grading processes (Zhao & Yang, 2021) This technology enhances the effectiveness and quality of EFL instruction, allowing teachers to focus on their language proficiency while reducing their overall workload (Chun, 2020).
To effectively manage classrooms and conduct assessments, educators can significantly improve their teaching quality by integrating AIT tools with traditional teaching methods, thereby harnessing the advantages of AI-powered resources.
Literature review
Research background
UNESCO (2017) highlights that AI serves as a powerful tool for interpreting real-time data in an individualized, flexible, inclusive, and engaging manner to enhance education The integration of AI in language teaching and learning has emerged as a significant focus of research, as noted by Ramesh & Ongole (2020) AI-powered tools have simplified the teaching and learning processes for EFL teachers and students, facilitating the acquisition of English skills This study aims to investigate EFL teachers’ perceptions of using AI tools in English language instruction at foreign language centers in the Mekong Delta, addressing a notable gap in existing research within this context.
Definition of key terms
Artificial Intelligence (AI) encompasses a wide range of definitions McCarthy et al (1955) defined AI as the challenge of developing machines that exhibit behaviors deemed intelligent by human standards Rich and Knight (1991) described AI as an endeavor to design artificial systems that surpass human performance in tasks where humans currently excel Furthermore, Russell and Norvig (2010) provided additional insights into the evolving nature of AI, highlighting its potential to enhance various domains.
Artificial intelligence (AI) is defined as the capability of a computer to perform tasks that typically require human-like logic, such as sensing, interpreting, learning from experience, and problem-solving (Nabiyev, 2012) According to Kok et al (2009), AI can be categorized into four main types: systems that act like humans, think like humans, think rationally, or act rationally Mehrotra (2019) refers to AI as "machine intelligence," emphasizing its role in executing functions traditionally associated with intelligent beings In essence, AI represents a system designed to operate optimally within various circumstances.
AI serves as an "intelligent agent," designed to emulate human thought and action by utilizing synthesized experiences stored in its database, making it an exceptional assistant for humans In the context of teaching English in EFL classrooms at foreign language centers, AI is defined by its ability to perform tasks and respond to user requests effectively This man-made intelligence seeks to replicate human cognition and intelligence to address challenges across various fields When utilized appropriately, AI has the potential to be one of humanity's most valuable assistants.
In psychology, “Perception is man's primary form of cognitive contact with the world around him” (Efron, 1969) Perception is based on internal factors
Perception, influenced by internal factors such as knowledge and experience, as well as external stimuli, plays a crucial role in how individuals interpret their environment Walgito (2004) emphasizes that a person's feelings and thoughts significantly shape their perception, while Eshetu (2015) defines perception as our sensory experience that helps us recognize critical environmental stimuli for survival This study specifically examines the perceptions of EFL teachers at foreign language centers in the Mekong Delta regarding AI-powered tools in English teaching It explores their thoughts, feelings, and knowledge about these tools, as well as their confidence and readiness to integrate them into their teaching practices Additionally, the study analyzes the frequency of tool usage among teachers and their awareness of AI tools in linguistic education, highlighting perceived benefits, challenges, and suggestions for effective implementation Given the limited research on AI tools in English teaching at foreign language centers, this study aims to fill that gap by focusing on EFL teachers' perceptions.
2.3 The development of using AI in teaching and learning English
In recent decades, language teaching and learning have undergone a significant transformation, driven by advancements in technology Innovative and creative methods have emerged, replacing traditional approaches and marking a notable evolution in the field of language education.
Artificial Intelligence (AI) technology has significantly impacted language education, particularly in English as a Foreign Language (EFL) teaching AI-powered tools are transforming schools and classrooms, easing the workload for teachers (Ikedinachi et al., 2019) EFL educators are reaping the benefits of this digital transformation, moving away from traditional textbooks and notes to incorporate AI tools into their teaching methods This evolution in language teaching and learning reflects a broader adaptation to technological advancements in education.
AI in education seeks to improve instruction in the classroom and increase teachers' ability to support the process (Kış , 2019) Liang et al (2021) stated that
AI is revolutionizing language learning through advanced technologies such as natural language processing, expert systems, speech recognition, robotics, and intelligent agents These AI systems enhance the learning experience by providing personalized and interactive methods for mastering new languages.
AI has the potential to transform teaching and learning in education by reshaping fundamental perceptions and methodologies (An et al., 2023) The effectiveness of AI applications in education hinges on their ability to adapt to individual learners' skills and needs, align with their educational preferences, and monitor their progress (Ramesh & Ongole, 2021) Numerous studies have explored the integration of AI tools in English language instruction, highlighting that AI not only enhances how students engage with language but also encourages innovation and reform in English teaching methods (Yang, 2020).
The development of AI in education offers significant benefits for EFL teachers worldwide, as highlighted by Fitria (2021) Her research indicates that AI-powered tools can alleviate the pressure on EFL educators, enhancing their teaching experience She recommends various AI tools, including Google Translate, Text to Speech (TTS), English Able, Orai, Elsa, Chatbot, Duolingo, and Neo, which utilize advanced technologies such as speech recognition, machine translation, and virtual tutoring These innovations are expected to transform foreign language teaching and learning effectively.
In 2023, EFL teachers can leverage AI to create personalized, flexible, inclusive, and engaging learning experiences (Orsi et al., 2020) Beyond classroom support, AI tools assist educators in curriculum development, identifying student weaknesses, and automating grading processes (Zhao & Yang, 2021) This technology enhances the effectiveness and quality of EFL instruction (Chun, 2020), and when combined with teachers' English language proficiency, it alleviates some of the pressures they face by serving as valuable assistants.
Educators can improve classroom management and evaluation processes by integrating AI-powered tools with traditional teaching methods, thereby enhancing the overall quality of their instruction.
Research indicates that EFL learners benefit significantly from AI-powered tools in developing their language skills (Wang, 2019; Ramesh & Ongole, 2020; Zhao & Yang, 2021) According to Wang (2019), these tools create a personalized learning environment that caters to students' individual needs and current proficiency levels, enhancing their practical skills in English Furthermore, EFL students can access real-time feedback and learn the target language anytime, both inside and outside the classroom, thanks to the rapid installation of AI-driven systems on their devices (Zhao & Yang, 2021).
AI-powered tools have significantly enhanced the teaching and learning of English as a Foreign Language (EFL), providing effective methods that reduce stress and help achieve academic goals However, these tools also present challenges for EFL teachers, stemming from both internal and external factors Research indicates that many EFL teachers face difficulties due to insufficient training in technological integration, a lack of familiarity with digital tools and AI, inadequate technological support in classrooms, and concerns about the reliability of AI-generated data Additionally, some teachers fear being replaced by these emerging technologies (Han et al., 2020; Nazaretsky et al., 2021; Nazaretsky et al., 2022; Park et al., 2022; Luu, 2023).
AI-powered tools offer significant benefits to EFL teachers, transforming their teaching methods and perceptions of technology While these tools can enhance the English language learning experience, they also present challenges and limitations Suggestions provided by AI tools may sometimes be inaccurate due to the diverse sources of data they utilize Therefore, it is essential for EFL teachers to possess a solid understanding of both the technology and their own teaching practices to effectively address these issues.
This study examines the impact of AI tools on English language education Numerous studies have highlighted the effectiveness of AI-powered tools in enhancing English teaching, demonstrating their significant potential to improve learning outcomes.
AI tools in teaching English
pronunciation, speaking skills, reading skills, and writing skills.
2.4.1 AI tools in teaching pronunciation
Pronunciation is a crucial skill for mastering the English language, as it directly impacts both speaking and understanding spoken English Goh and Burns (2012) emphasize that accurate pronunciation is essential for effective communication By improving pronunciation, learners enhance their speech intelligibility, ensuring that their intended messages are clearly understood during conversations.
In recent years, AI-powered tools with pronunciation features have become essential in education, assisting teachers and students in mastering English vocabulary pronunciation, stress, and intonation Teaching pronunciation poses challenges for both EFL teachers and ELF learners, as achieving accuracy in word stress, intonation, and rhythm is crucial Consequently, AI-powered translation tools like Google Translate, Text-To-Speech, Character AI, and Cambridge Dictionary have proven invaluable These resources provide audio pronunciations that EFL teachers can effectively utilize in the classroom to enhance their students' pronunciation skills.
According to Liu (2022), machine translation offers several advantages over human translation, along with strategies for using AI in translation education Prominent AI tools like Google Translate and DeepL enhance language learning by providing pronunciation features Google Translate, one of the most widely used translation tools, not only offers pronunciation for words but also allows users to download audio files, which can be beneficial for EFL teachers in demonstrating correct pronunciation in the classroom Meanwhile, DeepL, despite not yet supporting Vietnamese, allows users to choose between formal and casual tones, ensuring more natural-sounding translations These AI-powered tools can significantly aid teachers in developing speaking skills in their students.
2.4.2 AI tools in teaching listening
Listening is the most frequently used language skill, as highlighted by Scaecella & Oxford (1992) Various scholars offer differing definitions of listening; for instance, Chastain (1971) emphasizes that listening comprehension involves understanding natural speech in an unstructured environment at a normal pace Goss (1982) describes listening as the process of interpreting sounds and translating them into understandable words This skill is essential for English proficiency and serves as a vital tool for both EFL teachers and learners to acquire and process information in the target language However, EFL learners often find listening challenging, and teachers face difficulties due to the varying proficiency levels among students.
AI-powered tools are emerging as effective resources for alleviating the challenges associated with teaching and learning listening skills in English as a Foreign Language (EFL) According to Yang (2020), these tools can assess various factors such as students' age, English proficiency, and academic major to automatically select suitable listening materials from a vast corpus This tailored approach not only enhances student engagement but also reduces the stress often associated with listening tasks Additionally, students have the flexibility to customize learning materials according to their interests and goals, while also benefiting from AI-generated descriptions of objects they interact with.
EFL teachers can enhance listening lessons by utilizing Text to Speech (TTS) tools to create audio materials, such as dialogues and stories, featuring native accents and various speaker options One effective resource is ChatGPT, a conversational chatbot developed by OpenAI and launched in November 2022 By leveraging machine learning algorithms, ChatGPT engages users in interactive conversations, making it an excellent tool for exposing learners to authentic language use Teachers can incorporate ChatGPT into their lessons, encouraging students to listen to its dialogues to gather information for their tasks.
2.4.3 AI tools in teaching speaking
AI-powered tools designed for teaching EFL learners listening skills can also effectively enhance speaking abilities Text-to-Speech (TTS) technology offers voiced output, enabling learners to grasp word pronunciation in a native accent Additionally, ChatGPT features a voice chat option that converts spoken input into text, allowing it to respond to users' inquiries based on its extensive knowledge base This interactive capability allows ChatGPT to learn from user feedback and continuously improve EFL teachers and learners can leverage these advanced AI tools to create engaging speaking tasks, assignments, and practice opportunities both in and out of the classroom.
Orai is an innovative AI tool designed to enhance English speaking skills, making it an excellent resource for both students and teachers (Suryani et al., 2019) This application serves as a dual-purpose support system, facilitating independent improvement in oratory abilities One of its key features is the ability to track word usage and filler words during speech, providing valuable feedback In a classroom setting, teachers can integrate Orai with relevant English-speaking topics, allowing students approximately 15 minutes to practice before randomly selecting individuals to present their speaking skills.
Teachers can enhance English pronunciation instruction using the English Learning Speech Assistant (ELSA), developed in 2015 by Vu Van in San Francisco This innovative program leverages speech recognition and artificial intelligence (AI) to provide tailored lesson recommendations based on individual user skills, alleviating stress for EFL teachers ELSA facilitates a two-way learning experience, allowing users to practice specific English phrases, which the system then analyzes to provide feedback.
Corrective input is essential in teaching English as a Foreign Language (EFL), as highlighted by Eka (2020) Voice assistants such as Google Translate, Siri, and Alexa can significantly alleviate the challenges of teaching pronunciation to EFL learners These tools primarily assist users in finding information through voice commands, but they also provide valuable exposure to native speaker accents and pronunciations, enhancing the learning experience.
2.4.4 AI tools in teaching reading
Reading is an interactive process where readers leverage their prior knowledge to decode and derive meaning from texts (Nuttall, 2005) It encompasses more than just recognizing words; it requires accurate pronunciation and comprehension of individual meanings (Dean, 2013) Effective reading strategies are essential for this process (Gilakjani & Sabouri, 2016) For EFL learners, engaging with academic texts necessitates a thoughtful interaction and the application of various strategies alongside critical thinking Therefore, teachers play a crucial role in guiding students to understand texts at both surface and deeper levels.
AI-powered tools are transforming the reading experience for learners by making it more accessible and tailored to individual needs Nugrahawati (2024) highlights that one of the key advantages of AI in reading instruction is its ability to provide personalized learning experiences These AI systems utilize advanced algorithms to assess each learner's preferences, styles, and progress, allowing for customized activities and resources that enhance reading comprehension This targeted approach effectively meets the diverse needs of learners, as noted by Kim and Cha (2023).
A study has shown that Google Translate significantly aids learners in reading comprehension, with over 75% of students relying on it as their primary tool for understanding text.
Translate was proven to be able to provide them with academic and scientific vocabulary for their writing assignments despite the occasional errors in the translations.
Google Assistant, although not initially created for educational use, has emerged as a valuable tool for enhancing reading skills and making the learning process more enjoyable (Sing et al., 2019; Chen et al., 2019) Its AI capabilities provide learners with effective support in language teaching and learning.
In a study by Sing et al (2019), it was found that Google Assistant significantly enhances Malaysian students' perceptions of reading comprehension assignments The research confirms that Google Assistant serves as an effective tool to support learners in completing their reading tasks.
2.4.5 AI tools in teaching writing
Related studies in the field
2.5.1 EFL teachers’ perceptions of using AI-powering tools to teach English
Recent research has focused on EFL teachers' perceptions of AI-powered tools for teaching English, revealing diverse findings across various contexts and participant groups A study by Han et al (2020) indicates that EFL teachers in Korean elementary schools hold positive views on integrating AI technology into their teaching practices They believe that AI-based tools are particularly effective for enhancing classroom activities and facilitating problem-based learning.
In 2020, research indicated that EFL teachers viewed AI-based systems as valuable tools for enhancing classroom activities and supporting educators in their roles This study builds on Han et al.'s findings by exploring whether EFL teachers in foreign language centers in the Mekong Delta share similar positive perceptions of AI-powered tools for teaching English.
In their study on EFL teachers' perceptions and preparedness for Computer-Assisted Language Learning (CALL) in Hong Kong, Park and Son (2022) found that participants held positive views regarding the integration of technology in the classroom and recognized the impact of Information and Communication Technologies (ICT) on English teaching The study revealed varying perceptions among teachers about digital integration, emphasizing the necessity for technological training courses for pre-service educators.
In 2022, research indicated that EFL teachers value technological devices, yet their implementation of ICTs in the classroom is often restricted Given the varied responses in Park and Son’s study, it is essential to investigate whether EFL teachers in the Mekong Delta also acknowledge the benefits of AI-powered tools in English instruction and assess their digital skills and readiness for integration.
Research on EFL teachers' perceptions of AI-powered tools for teaching English reveals that most participants view these technologies positively in the context of EFL classrooms.
In 2022, EFL teachers in the Yeongnam area acknowledged the effectiveness of AI-based chatbots as valuable teaching and learning tools Similarly, a study conducted in Thailand revealed that EFL teachers had a positive perception of AI tools in the language classroom, with ratings exceeding the average level (Kalra, 2024).
In 2024, research revealed that many EFL teachers in Asia hold positive views on using ChatGPT for English instruction, highlighting its effectiveness in enhancing student engagement, alleviating teacher workload, and offering innovative lesson ideas Additionally, similar studies focusing on AI tools in education have been conducted in Vietnam, further supporting the favorable perceptions of Asian EFL educators towards integrating artificial intelligence in their teaching practices.
Luu (2023) found that EFL teachers in Vietnam generally hold a positive attitude towards the integration of digital tools in foreign language instruction, indicating their readiness for digital transformation at language centers Despite their preparedness for transitioning from traditional to digital classrooms, some common challenges may impede successful implementation This study aligns with Luu's findings, suggesting that the use of AI-powered tools in EFL classrooms can further enhance digital transformation in foreign language education in the Mekong Delta Consequently, it is anticipated that EFL teachers in this region may share similar perceptions regarding the effectiveness of AI-powered tools in their teaching practices.
2.5.2 Frequency of usage for AI-powering tools, the benefits, challenges and suggestions for using AIT tools for English teaching
The impact of users' frequency of use and their perceptions of AI tools for teaching English to EFL learners remains underexplored Yildiz Durak (2023) found that while satisfaction with usage influences users' self-efficacy and engagement, the frequency of use alone does not significantly contribute Conversely, Bailey et al (2021) highlighted that students' confidence in using the target language and their perception of task value are influenced by the time spent utilizing AI tools.
In the digital transformation era, EFL teachers exhibit a generally positive attitude towards AI-based tools, recognizing the benefits they offer (Pokrivcakova, 2019; Aljohani et al., 2021; Park et al., 2022; Luu, 2023) It is recommended that EFL educators leverage AI-powered tools to address the limitations of traditional classroom settings (Yang, 2020).
(2019) proposed a considerable number of benefits that AI-powering tools could offer not only for EFL teachers but also learners According to Pokrivcakova
(2019), AI-powering tools were capable of creating personalized learning materials, using machine translation tools, AI-driven assistants, chatbots.
According to Wang (2019), Fitria (2021), and Yang (2020), AI-powered tools offer significant benefits for EFL teachers by alleviating teaching pressures, enhancing classroom quality, and boosting learner motivation These advancements have transformed the roles of teachers, raised the standards of English instruction, and fostered innovative approaches to English teaching.
EFL teachers face various challenges when integrating digital tools into their English language teaching, as highlighted by Luu (2023) These challenges stem from both external factors, such as insufficient technological support, and internal factors, including a lack of training and knowledge about digital tools and AI (Nazaretsky et al., 2021; Nazaretsky et al., 2022) Additionally, some teachers harbor negative perceptions of technology, preferring to avoid its use (Prensky, 2008; Kaban and Ergul, 2020; Istenic et al., 2021) Factors contributing to this reluctance include inadequate ICT skills, limited experience as learners, lack of motivation, and concerns about losing control and respect in the classroom (Pokrivcakova, 2019) Furthermore, apprehensions about AI diminishing their teaching role and reducing student interaction, alongside doubts regarding the accuracy of AI-generated data, are prevalent among educators (Han et al., 2020; Park et al., 2022).
To address the challenges faced by EFL teachers, it is essential to provide digital training courses and equip them with comprehensive knowledge of the English language and AI tools (Pokrivcakova, 2019; Eibinger & Fürstenberg, 2021; Luu, 2023) Enhancing AI use in education requires the establishment of standards for AI tools, utilizing them as reference or consultation resources, and verifying AI-generated responses against reliable information sources while promoting academic integrity and ethical AI practices (Kalra, 2024) Additionally, it is crucial to alleviate teachers' anxieties about being replaced by AI by reinforcing the notion that AI serves as a supportive tool rather than a replacement.
Research highlights the significant advantages and challenges of integrating AI-powered tools in English language education, revealing varying expectations among EFL teachers from different regions regarding their effectiveness and implementation.
In summary, AI-powering tools have proven their usefulness and ease of use in the field of language education for both trained and untrained teachers (Liu
In a study conducted by Grandon (2002), participants expressed a positive attitude towards digital tools, recognizing their benefits for teaching, classroom management, and course planning However, some participants raised concerns about the necessity of digital transformation, questioning the effectiveness and affordability of AI-powered tools This highlights the issue of technology acceptance among EFL teachers, which has been addressed through various models The following section will outline the theoretical frameworks that support the study's assumptions, rationale, purpose, and core statements.
Theoretical frameworks
This study investigates EFL teachers' perceptions of AI-powered tools in English language instruction within Mekong Delta language centers, focusing on their beliefs about effectively utilizing these tools to enhance teaching and learning The research utilized a questionnaire informed by An et al (2023), referencing the Unified Theory of Acceptance and Use of Technology (UTAUT) framework established by Venkatesh et al (2003) Key UTAUT constructs, including Performance Expectancy, Effort Expectancy, Facilitating Conditions, and Social Influence, were examined to understand teachers' perceptions Performance Expectancy relates to teachers' beliefs in the AI system's potential to improve their professional performance, while Effort Expectancy pertains to the perceived ease of using the AI tools Additionally, Facilitating Conditions encompass the belief in the availability of necessary technological and organizational support for implementing AI systems in the classroom.
"Facilitating conditions" and "social influence" refer to the extent to which individuals feel compelled to adopt a new system based on the beliefs and encouragement of significant people in their lives, such as peers, educators, and family members (Venkatesh et al., 2003).
The questionnaire for this study included a construct on "Confidence," derived from An et al.'s research, to assess Mekong Delta teachers' perceptions of using AI tools in English teaching This construct is related to their understanding of AI knowledge (AIL-TK), the anticipated changes in teaching due to AI technologies (AI-TPK), and their expertise in integrating AI into subject matter instruction (AI-TPACK) as outlined by Schmid et al (2020) The study aimed to evaluate the participants' confidence in their knowledge across these three dimensions Additionally, the final construct, "Readiness," gauged the willingness of EFL teachers to learn and apply AI tools in their English language teaching based on their perceptions.
The frequency of AI-powered tool usage among participants in EFL classrooms was assessed using a five-point Likert scale, based on a synthesis of various studies (Fitria, 2021; Yang, 2022; Vu et al., 2023; Rahmadini & Ramadhani, 2024) These tools are linked to essential English skills, including pronunciation, listening, speaking, reading, and writing, along with their relevant sub-skills The selection of AI tools was informed by Fitria's (2021) published list, which identifies effective resources for teaching English The instrument demonstrated strong reliability and validity (Table 4), and the majority of AI tools identified in the second questionnaire align with those deemed most commonly used in Niccolo's (2024) list This comparison aims to determine whether the AI tools frequently utilized by Mekong Delta EFL teachers correspond with Niccolo's findings.
In the study conducted by Al Afnan et al (2023), participants were asked three research questions to gather insights on their anticipated benefits, challenges, and recommendations for utilizing AI-powered tools.
In their 2023 study, Al Afnan et al formulated three research questions aimed at gathering participants' insights regarding the perceived benefits and challenges of using ChatGPT in English as a Foreign Language (EFL) instruction, as well as suggestions for teachers These questions served as a framework for developing three open-ended inquiries included at the end of the survey, focusing on the anticipated benefits and challenges of integrating AI tools in English teaching, along with recommendations for their effective and appropriate use.
This study builds on the frameworks established by An et al (2023) and Al Afnan et al (2023), alongside insights from various published research on AI-powered tools It aims to explore the perceptions of EFL teachers in English centers within the Mekong Delta regarding the use of AI tools in their classrooms The research investigates the frequency of AI tool usage, the anticipated benefits and challenges, and gathers teachers' suggestions for effectively integrating these tools into English instruction for EFL students.
This chapter outlines the survey design of the study, detailing participant selection through random sampling to minimize bias Data deemed insufficient for addressing the research questions is excluded The data collection instrument consists of a questionnaire featuring two Likert-scale sections aimed at gauging EFL teachers' perceptions of AI tools in English teaching and their usage frequency, along with short-answer questions that invite participants to discuss anticipated benefits and challenges associated with these tools.
This article explores the use of AI in teaching the English language, offering recommendations for effective AI-powered tools It outlines the procedure and expected timeline for conducting the study, addresses ethical considerations, and details the data analysis methods employed.
This research employed a mixed-method approach to explore participants' perceptions of AI tools in English language teaching Utilizing both closed-ended and open-ended questions, the study assessed how these AI-powered tools are viewed and utilized in educational settings The survey design, a widely used research method, facilitated the collection of valuable insights from participants regarding their experiences and attitudes towards AI in English teaching.
Survey research designs, as defined by Creswell (2012), are quantitative methods that involve collecting data on attitudes, opinions, and behaviors from a sample or the entire population This research process utilizes tools such as interviews and questionnaires to gather numerical data, which is then statistically analyzed to identify trends and test research hypotheses.
Data was collected in the Mekong Delta region of Vietnam using a close-ended questionnaire designed on a five-point Likert Scale Participants accessed the questionnaire through a provided link, which facilitated the data collection process.
The article explores 19 sections focused on understanding perceptions of AI-powered tools for teaching English, examining the frequency of their usage, anticipated benefits, challenges, and suggestions for effective implementation Responses from Vietnamese participants will be translated using Google Translate and subsequently paraphrased by researchers to ensure clarity and coherence.
The mixed method approach was chosen for its ability to integrate both quantitative and qualitative data collection and analysis, allowing for a more comprehensive exploration of the research topic This combination of data types enhances understanding and provides a clearer explanation of the research problem, as highlighted by Creswell (2012) The flexibility of this method leads to more insightful responses regarding EFL teachers’ perceptions, which encompass multiple facets worthy of investigation.
This study investigates Mekong Delta EFL teachers' perceptions of using AI-powered tools for English teaching, focusing on performance expectancy, effort expectancy, facilitating conditions, social influence, perceived confidence, and perceived readiness, along with the frequency of AI tool usage According to Creswell (2012), a quantitative approach enables the examination of relationships among study variables The research aims to explore these perceptions and the correlation between the constructs in the initial questionnaire, the frequency of AI tool usage, and the participants' confidence and readiness It also seeks to determine whether the perceived confidence and readiness of EFL teachers align with their frequency of AI tool usage, echoing findings from Bailey et al (2021) regarding the relationship between user confidence and AI tool utilization.
Methodology
Research design
This research employed a mixed-methods approach to examine participants' perceptions of AI tools in English teaching, utilizing both closed-ended and open-ended questions The study was designed as a survey, a widely used research method, reflecting its popularity in educational research.
Survey research designs, as outlined by Creswell (2012), are quantitative methods that enable researchers to collect data on attitudes, opinions, behaviors, and other characteristics from a sample or the entire population This process involves gathering numerical data through interviews or questionnaires, followed by statistical analysis to identify trends and test research hypotheses.
Data was collected in the Mekong Delta region of Vietnam using a close-ended questionnaire based on a five-point Likert Scale Participants accessed the questionnaire through a provided link, which included three main sections.
The study consists of 19 sections designed to assess perceptions of AI-powered tools for teaching English, focusing on the frequency of their usage, anticipated benefits, challenges, and recommendations for effective implementation Vietnamese responses will be translated using Google Translate, followed by paraphrasing by the researchers to ensure clarity and coherence.
The primary reason for selecting a mixed methods approach was its ability to integrate both quantitative and qualitative data collection and analysis This combination enhances the exploration of the study topic by providing diverse perspectives, ultimately offering researchers and readers a deeper understanding of the research problem (Creswell, 2012) Such flexibility leads to more comprehensive responses to the research questions concerning EFL teachers' perceptions, which encompass various aspects worthy of investigation.
This study investigates Mekong Delta EFL teachers' perceptions of using AI-powered tools for English teaching, focusing on performance expectancy, effort expectancy, facilitating conditions, social influence, perceived confidence, and perceived readiness Following Creswell's (2012) quantitative approach, the research examines the relationships among these variables and the frequency of AI tool usage among participants It aims to determine whether the perceived confidence and readiness of EFL teachers correlate with the number of AI tools they frequently use, aligning with findings from Bailey et al (2021) regarding users' confidence and their frequency of AI tool utilization.
The study examined the relationship between participants' gender, years of experience, and their perceptions of AI tools in English language teaching To gain deeper insights into how EFL teachers view the use of AI-powered tools, three open-ended questions were posed regarding expected benefits, challenges, and suggestions The diverse perspectives gathered from participants contributed to a comprehensive understanding of the role of AI tools in linguistic education within the Mekong Delta.
20EFL teachers’ perceptions reach the deeper level of how they perceived the tools through the survey with both close-ended questions and open-ended questions.
Participants
The current study will involve 64 EFL teachers with varying teaching experience, ranging from one to over five years While they may not be technology experts, these educators possess practical knowledge of using digital tools in language instruction, such as Google Translate for audio pronunciation and Google Forms for online assessments To ensure unbiased results, participants will be randomly selected, and incomplete questionnaire responses will be excluded from the analysis Demographic information about the participants is provided in Table 1.
Demographics details of the participants
Years of teaching Less than 2 years 2 years
This study utilized a survey method to gather data, beginning with a cover letter that introduced the survey Participants first provided demographic information, followed by questions related to their practices and behaviors To prevent multiple submissions from the same individual, participants' names were recorded Additionally, participants responded to several open-ended questions to provide more in-depth insights.
The study concluded with the researcher thanking participants after completing the close-ended questions The research design ensured consistent data collection conditions, focusing on the validity and reliability of the instruments used The questionnaire included two close-ended sections with 5-point Likert scales to assess respondents' attitudes, experiences, and opinions regarding Performance Expectancy, Effort Expectancy, Facilitating Conditions, Social Influence, Confidence, and Readiness Additionally, the study examined the frequency of EFL teachers' use of AI tools, referencing previous studies on tools such as Google Translate and Duolingo The final section incorporated open-ended questions inspired by Al Afnan et al (2023) to elicit diverse and in-depth responses from participants.
In the pilot phase, the survey included a section for participants' demographic information and three main sections focused on EFL teachers' perceptions of using AI-powered tools in English language classrooms, comprising a total of 25 items.
The study examined six key constructs: Performance Expectancy, Effort Expectancy, Facilitating Conditions, Social Influence, Confidence, and Readiness Additionally, it evaluated the frequency of participants' use of AI-powered tools for teaching English in EFL classrooms through a thirteen-item questionnaire Participants also provided short answers to three open-ended questions regarding the benefits and challenges of using these tools.
This article presents 22 recommendations for EFL teachers in the Mekong Delta on effectively utilizing AI tools for teaching English Based on insights from a pilot survey involving 13 participants, the suggestions highlight both the potential benefits and challenges of integrating AI in language education Following revisions to improve clarity and organization, the survey is now fully prepared for implementation.
In the official phase of the survey, the number of items remained consistent with the pilot version The first research question featured 25 items, focusing on respondents' perceptions of utilizing AI-powered tools for teaching English in EFL classrooms, which were organized into a thirteen-item section.
Participants provided concise and relevant responses to three open-ended questions regarding the anticipated benefits, challenges, and recommendations for utilizing AI-powered tools, reflecting their perceptions on the subject.
A Google Form questionnaire was sent to the EFL teachers in English centers in The Mekong Delta The expected timeline of the study was from
The data collection procedure was developed following Creswell’s survey guidelines (2012) Initially, the researcher assessed the suitability of survey research design for the study Next, specific research questions or hypotheses were established, guiding the selection of the target population, sampling techniques, survey design, and data collection methods Ultimately, the study opted for a cross-sectional survey design due to its efficiency in data collection within a limited timeframe.
The researcher created an instrument and proceeded to administer it, which involved screening for response bias and ensuring a high response rate After collecting the data, the researcher entered it into a computer file for analysis to address the research questions Ultimately, the researcher synthesized the findings and composed the final report.
For this quantitative study, data was collected using an emailed questionnaire based on a validated Likert scale from previous research (An et al., 2023; Al Afnan et al., 2023) The pilot testing confirmed that the instrument met the expectations of both the researcher and the supervisor, with expert reviews validating its clarity and alignment with research objectives The thematic analysis of the collected data revealed a high overall reliability, with a Cronbach’s α of 0.95 for the entire scale, and individual clusters ranging from 0.81 to 0.95, all exceeding the acceptable threshold of 0.7 Additionally, the mean scores for all items were above the midpoint of 3, with standard deviations ranging from 0.99 to 1.22.
EFL teachers’ perceptions reliability statistics
Clusters Cronbach’s Alpha N of items
Performance expectancy 94 5 Effort expectancy 88 3 Facilitating conditions 81 3
EFL teachers’ usage frequency reliability statistics
Cluster Cronbach’s Alpha N of items AI-powering tools 91 13
To enhance the reliability of this study's instruments, a systematic approach will be implemented for data measurement, ensuring consistent conditions during data collection This includes providing all participants with identical information and utilizing the same questionnaire for everyone involved Participants will be randomly selected, and the sampling method will be carefully chosen after thorough consultation and consideration The study will focus on EFL teachers from the Mekong Delta, with experience levels ranging from none to over five years.
The validity of this study's data lies in its effectiveness in accurately addressing each item in the questionnaire constructs While some respondents provided incomplete answers to the close-ended questions, the limited number of omissions did not significantly affect the overall results Consequently, these incomplete responses were excluded after the researcher reviewed the participants' answers.
Ethical considerations are essential for researchers, ensuring that participants' rights and privacy are respected, potential harms are minimized, and plagiarism is avoided throughout the study.
Before participating in the research, individuals will be informed about the study's purposes and assured that their identifiable data will remain anonymous Following a random selection process, volunteers will engage in the survey, which prioritizes their rights and privacy throughout the process and after its conclusion The survey includes a dedicated section that reconfirms the study's objectives and purposes to the participants.
Procedure
A Google Form questionnaire was sent to the EFL teachers in English centers in The Mekong Delta The expected timeline of the study was from
The data collection procedure was developed following Creswell's survey guidelines (2012) Initially, the researcher evaluated the appropriateness of survey research design for the study Next, specific research questions and hypotheses were established, guiding decisions on the target population, sampling techniques, survey design, and data collection methods The study identified a cross-sectional survey as a suitable option due to its efficiency in gathering data within a limited timeframe.
The researcher created an instrument and proceeded to administer it, which involved screening for response bias and ensuring a high response rate After collecting the data, the researcher prepared it for analysis by entering it into a computer file The analysis was conducted to address the research questions, culminating in the synthesis of the results and the writing of the final report.
Validity and reliability
The data for this quantitative study was collected using an emailed questionnaire, designed based on previous research that utilized an established Likert scale Previous studies (An et al., 2023; Al Afnan et al., 2023) reported high validity scores for similar instruments The pilot testing of the questionnaire yielded results that met the expectations of both the researcher and supervisor The instrument was well-reviewed by experts, aligning with the study's objectives, and provided clear instructions and descriptions for each item The collected data was analyzed thematically, with results categorized by themes Overall, the Cronbach’s α for the entire scale was 0.95, indicating acceptable reliability, while individual clusters showed Cronbach’s α values ranging from 0.81 to 0.95, all exceeding the acceptable threshold of 0.7 The mean scores of all items were above the midpoint of 3, with standard deviations ranging from 0.99 to 1.22.
EFL teachers’ perceptions reliability statistics
Clusters Cronbach’s Alpha N of items
Performance expectancy 94 5 Effort expectancy 88 3 Facilitating conditions 81 3
EFL teachers’ usage frequency reliability statistics
Cluster Cronbach’s Alpha N of items AI-powering tools 91 13
To ensure the reliability of this study's instruments, we will meticulously plan the measurement methods and maintain consistent data collection conditions This includes providing all participants with the same information and utilizing an identical questionnaire for everyone involved, with participants being randomly selected For validity, the sampling method will be carefully chosen after thorough consultation and consideration The study will focus on EFL teachers from Mekong Delta, with experience levels ranging from none to over five years.
The validity of this study's data is reflected in its ability to accurately address each item in the questionnaire's constructs Although some respondents provided incomplete answers to the close-ended questions, the overall impact on the results was minimal, leading the researcher to discard these incomplete responses after reviewing them.
Ethical considerations
Ethical considerations are essential in this research, focusing on safeguarding participants' rights and privacy, preventing potential harm during the study, and ensuring originality by avoiding plagiarism.
Before participating in the research, individuals will be informed about the study's purpose and assured that their identifiable data will remain anonymous Participants will be randomly selected and will voluntarily complete the survey, with their rights and privacy respected throughout the process, even after the study concludes The survey includes a dedicated section that reaffirms the study's objectives and purposes to the participants.
The study will maintain the confidentiality of participants' personal information, including names and email addresses, to prevent duplicate responses Efforts will be made to minimize any potential harm, and participants will complete the questionnaires without pressure If participants feel uncomfortable with any aspect of the survey, they have the option to withdraw their participation All demographic information and survey data will be kept confidential between the researchers and the participants.
This study will strictly exclude plagiarism, with all content being thoroughly checked by a plagiarism detection tool Both the researcher and the supervisor will be fully informed about the study's procedures and flow to prevent any misconduct Additionally, the researcher will make necessary revisions based on the supervisor's feedback to ensure the integrity and quality of the research.
Data analysis
This research investigates EFL teachers' perceptions and usage frequency of AI-powered tools, utilizing quantitative data analysis Prior to analysis, the study's validity and reliability were assessed using SPSS, with Cronbach's α values calculated for internal consistency Descriptive analysis was employed to evaluate EFL teachers' perceptions, while usage frequency data was compiled from responses on Google Forms Additionally, responses to three open-ended questions were thematically analyzed to enrich the findings.
The process of colledting and analyzing data was showed in the figure below
Figure 1 The process of collecting and analyzing data
26The following sections will dedicate to the presentation and discussion of the results taken from the survey.
This chapter presents and analyzes the results gathered from a survey involving 64 participants, highlighting key findings and discussions Additionally, a brief experience is included at the end of the chapter.
4.1 Results and discussion of the closed-end questions
This study utilized close-ended questions to gather essential data on the perceptions of EFL teachers in the Mekong Delta regarding the use of AI-powered tools and their frequency of usage The following sections will present the findings related to these teachers' perceptions and the frequency with which they employ AI-powered tools in their teaching practices.
4.1.1 EFL teachers’ perceptions of using AI-powering tools to teach English
The study aimed to evaluate participants' perceptions of AI-powered tools for teaching English in EFL classrooms at language centers Participants rated their performance expectancy, effort expectancy, facilitating conditions, social influence, and confidence on a scale of 1 to 5 The results, derived from the completed questionnaires, were organized according to their mean scores, ranging from highest to lowest.
4.1.1.1 EFL teachers’ perceived performance expectancy
The following Table 5 illustrated the results of the participants’ perceptions of performance expectancy for AI-powering tools.
Descriptive Results of EFL Teachers’ Perceived Performance Expectancy
Expectancy M SD AI-powering tools are
1 2 3 4 5 teaching 3.77 1.151 3 (4.7%) 5 (7.8%) 18 very helpful for my
AI-powering tools can help learners learn
(28.1%) help learners better practice their English skills.
28 help learners learn English better.
AI-powering tools can help learners improve their English pronunciation and intonation.
AI-powered tools significantly enhance teaching effectiveness, as evidenced by a high mean score of 3.77 among participants This strong agreement indicates that many educators recognize the valuable role these tools play in supporting English as a Foreign Language (EFL) instruction.
AI-powered tools significantly enhance vocabulary and grammar learning, achieving a mean score of 3.72, which aligns with previous research on AI's role in English education (Fitria, 2021; Eibinger & Fürstenberg, 2021) Tools like Grammarly offer users error identification and contextual spell checking, while ELSA provides corrective feedback Participants anticipated that these AI tools would boost their professional performance, reflecting their performance expectancy.
AI-powered tools significantly enhance English language skills for learners, as indicated by a mean score of 3.66 Participants recognize these tools as valuable assistants for EFL students, facilitating practice in speaking, listening, reading, and writing This finding aligns with previous empirical studies that highlight the positive impact of AI tools on improving students' English proficiency (Suryani et al., 2019; Yang, 2020; Liu, 2022; Chan and Lee, 2023).
AI-powered tools significantly enhance English language learning, as indicated by a high mean score of 3.64 in recent studies These tools cater to individual learners' talents and preferences, integrating language learning into their daily lives and ultimately improving academic performance (Wang, 2019; Yang, 2020; Park & Son, 2022).
AI-powered tools can significantly enhance learners' pronunciation and intonation skills, as indicated by a high mean score (M=3.52) Despite participants' limited familiarity with these tools, their confidence in their pronunciation abilities was evident The growing availability of AI tools for practicing these skills aligns with findings from Liu (2022), highlighting their potential to support both teachers and learners in the educational process.
Participants expressed favorable views on the effectiveness of AI-powered tools in enhancing English language teaching and learning Nonetheless, variations in context and learners' English proficiency levels compared to previous studies indicate the need for additional considerations and further research.
4.1.1.2 EFL teachers’ perceived effort expectancy
The findings regarding participants' perceptions of effort expectancy for AI-powered tools are summarized in Table 6, which displays the statements organized by their mean scores, ranked from highest to lowest.
Descriptive Results of EFL Teachers’ Perceived Effort Expectancy
Effort expectancy M SD I think I can easily
1 2 3 4 5 master the skills of using
I think I can understand how AI powering tools work quickly.
I think AI-powering tools are very
It was shown that the statement “I think I can easily master the skills of using AI-powering tools.” had the highest mean score (M= 3.38) As proposed to
The perceived ease of use of AI-powered tools, as indicated by the Technology Acceptance Model (TAM), highlights the skills required to utilize these tools effectively (Zhou et al., 2022) Participants expressed confidence in their ability to quickly understand how these tools functioned, reflected by a mean score of 3.36 Conversely, the statement regarding the simplicity of AI-powered tools received a lower mean score of 3.23 Despite this, a significant number of participants—22 agreeing and 7 totally agreeing—believed that AI-powered tools were easy to use, regardless of their familiarity with them.
A significant majority of participants expressed neutrality or agreement regarding their perceptions of AI tools, with responses ranging from 17.2% to 37.5% across various statements Research by Liu and Grandon (2003) indicates that both trained and untrained individuals generally view AI tools as user-friendly This suggests that the participants in this study found AI-powered tools easy to operate To gain deeper insights into how EFL teachers in the Mekong Delta perceive the usability of AI tools for English instruction, further research is necessary.
4.1.1.3 EFL teachers’ perceived facilitating conditions
Table 7 presented the results of the participants’ perceptions of the facilitating conditions for them to use AI-powering tools at their workplaces.
Descriptive Results of EFL Teachers’ Perceived Facilitating Conditions
Response anchors Facilitating conditions M SD
There are convenient conditions for me to use AI in teaching.
When I have difficulties in using AI in teaching, specific people will help me.
When using AI in teaching, I know
(31.3%)7 (10.9%) where to get technical support in the language centre.
The statement indicating that "There are convenient conditions for me to use AI in teaching" received the highest mean score of 3.39, suggesting that the language centers where the participants were employed are effectively equipped to support EFL teachers in their use of AI tools.
Participants reported a mean score of 3.16 for the statements regarding support in using AI for teaching, indicating they have access to specific individuals and technical support at the language center, suggesting a level of familiarity and experience with their workplace resources.
Results and discussion
Results and discussion of the closed-end questions
This study aimed to gather essential data on Mekong Delta EFL teachers' perceptions of AI-powered tools and their frequency of use The following sections will present the findings regarding the teachers' views and how often they utilize these tools.
4.1.1 EFL teachers’ perceptions of using AI-powering tools to teach English
The study aimed to evaluate participants' perceptions of AI-powered tools for teaching English in EFL classrooms at language centers Researchers utilized a scale from 1 to 5 to assess key factors: performance expectancy, effort expectancy, facilitating conditions, social influence, and confidence The results, derived from the completed questionnaires, were organized according to their mean scores, ranked from highest to lowest.
4.1.1.1 EFL teachers’ perceived performance expectancy
The following Table 5 illustrated the results of the participants’ perceptions of performance expectancy for AI-powering tools.
Descriptive Results of EFL Teachers’ Perceived Performance Expectancy
Expectancy M SD AI-powering tools are
1 2 3 4 5 teaching 3.77 1.151 3 (4.7%) 5 (7.8%) 18 very helpful for my
AI-powering tools can help learners learn
(28.1%) help learners better practice their English skills.
28 help learners learn English better.
AI-powering tools can help learners improve their English pronunciation and intonation.
The statement "AI-powered tools significantly enhance my teaching" received the highest average score of 3.77 among the five assessed statements This strong agreement among participants highlights the effectiveness of AI-powered tools in supporting English as a Foreign Language (EFL) teachers in their instructional practices.
AI-powered tools significantly enhance vocabulary and grammar learning, achieving a mean score of 3.72, consistent with previous research on AI's role in English education (Fitria, 2021; Eibinger & Fürstenberg, 2021) Tools like Grammarly offer users insights into grammatical and punctuation errors, while ELSA provides corrective feedback Participants anticipated that these AI tools would improve their professional performance, aligning with the concept of "performance expectancy."
AI-powered tools are valuable resources for learners aiming to improve their English skills, achieving a mean score of 3.66 among participants These tools are recognized for their potential to assist EFL students in enhancing their speaking, listening, reading, and writing abilities This finding aligns with previous empirical studies that highlight the positive impact of AI-powered tools on students' English language proficiency (Suryani et al., 2019; Yang, 2020; Liu, 2022; Chan and Lee, 2023).
AI-powered tools significantly enhance English language learning, as reflected in a high mean score of 3.64 Research indicates that these tools effectively cater to learners' diverse talents and preferences, integrating language learning into their daily lives and ultimately improving academic performance (Wang, 2019; Yang, 2020; Park & Son, 2022).
AI-powered tools significantly enhance learners' pronunciation and intonation skills, with a mean score of 3.52 indicating a positive perception Despite participants' limited familiarity with these tools, their confidence in their pronunciation abilities influenced their responses The growing availability of AI resources for pronunciation practice aligns with findings from Liu (2022), highlighting the importance of integrating technology in language education.
Participants expressed favorable views on the effectiveness of AI-powered tools in enhancing English language teaching and learning Nonetheless, variations in context and learners' English proficiency levels compared to previous studies indicate the need for additional considerations and further research.
4.1.1.2 EFL teachers’ perceived effort expectancy
The findings regarding participants' perceptions of effort expectancy for AI-powered tools are summarized in Table 6, which organizes the statements according to their mean scores, ranked from highest to lowest.
Descriptive Results of EFL Teachers’ Perceived Effort Expectancy
Effort expectancy M SD I think I can easily
1 2 3 4 5 master the skills of using
I think I can understand how AI powering tools work quickly.
I think AI-powering tools are very
It was shown that the statement “I think I can easily master the skills of using AI-powering tools.” had the highest mean score (M= 3.38) As proposed to
The study examined the Perceived Ease of Use of AI-powered tools, as outlined in the Technology Acceptance Model (TAM) by Zhou et al (2022) Participants expressed confidence in their ability to quickly understand how these tools functioned, reflected in a mean score of 3.36 for the statement, “I think I can understand how AI-powering tools work quickly.” Conversely, the statement, “I think AI-powering tools are very simple,” garnered a lower mean score of 3.23 Despite this, a significant number of participants found AI-powered tools easy to use, with 22 individuals agreeing and 7 completely agreeing with the ease of use, regardless of their familiarity with the tools.
The majority of participants expressed neutrality or agreement regarding the ease of use of AI tools, with responses ranging from 17.2% to 37.5% across various statements Previous research by Liu and Grandon (2003) indicates that both trained and untrained individuals have a positive perception of AI tools' usability This suggests that the participants in this study found AI-powered tools easy to operate To gain a deeper understanding of Mekong Delta EFL teachers' perceptions of AI tools in English teaching, further research is necessary.
4.1.1.3 EFL teachers’ perceived facilitating conditions
Table 7 presented the results of the participants’ perceptions of the facilitating conditions for them to use AI-powering tools at their workplaces.
Descriptive Results of EFL Teachers’ Perceived Facilitating Conditions
Response anchors Facilitating conditions M SD
There are convenient conditions for me to use AI in teaching.
When I have difficulties in using AI in teaching, specific people will help me.
When using AI in teaching, I know
(31.3%)7 (10.9%) where to get technical support in the language centre.
The statement "There are convenient conditions for me to use AI in teaching" received the highest mean score of 3.39, indicating that the language centers where the participants were employed are well-equipped to support EFL teachers in their use of AI.
Participants reported a mean score of 3.16 for the statements indicating that they have access to specific individuals for assistance when facing challenges with AI in teaching and that they are aware of where to find technical support within the language center This suggests that they possess relevant experiences and knowledge related to their work environment.
In the early stages of technology adoption among EFL teachers, providing essential technical and expert support was vital (Geng et al., 2021) Organizations needed to ensure that EFL teachers received adequate assistance while integrating AI-powered tools into their English teaching practices According to An et al (2023), the participants in their study indicated that they relied on their workplace and technicians for the necessary technical support.
The study revealed favorable conditions for participants to utilize AI-powered tools for teaching English, influenced by EFL teachers' perceived facilitating conditions Park and Son (2022) identified that external factors, such as insufficient support from senior staff, principals, and school policies, significantly affected teacher education programs and individual educators These facilitating conditions are crucial for enhancing teachers' Technological Pedagogical Content Knowledge (TPACK), which is expected to increase their acceptance and intention to use AI tools in English instruction (An et al., 2023) Future research should explore additional aspects related to these findings.
32 study has not cover yet because of the differences in the target participants and context between An et al.’s study and this study.
4.1.1.4 EFL teachers’ perceived social influence powering tools were presented in table 8 below and discussed afterwards.
Descriptive Results of EFL Teachers’ Perceived Social Influence
Response anchors Social Influence M SD
I think teachers who can use AI-powering tools to teach
English language will be admired by colleagues.
I think being able to use AI-powering tools to teach
English language will help me gain my
10 (15.6%) worthiness in the important people’s eyes at my workplace.
I think teachers who can use AI-powering
English language will be promoted to a better position.
Results and discussion of the open-ended questions
The third section of the survey included three open-ended questions focused on the application of AI-powered tools for teaching English to EFL learners, as well as suggestions for their use in EFL classrooms The findings were organized into main themes accompanied by various subthemes.
4.2.1 Expected benefits from AI-powering tools
4.2.1.1 Expected benefits from AI-powering tools to the EFL teachers
Participants in this study identified several anticipated benefits of using AI-powered tools in EFL classrooms They believed that these tools would enhance their English language teaching, assist in lesson preparation, enable the creation of personalized content, and improve their professional standing within the workplace Overall, the integration of AI-powered tools was seen as a valuable asset for EFL educators aiming to elevate their teaching practices.
I expect that AI will improve teachers' ability to create lesson plans, organise curriculum and other educational activities that aid them in EFL contexts.
Furthermore, AI applications will be a great tool for making tests and novel evaluation methods beside the traditional ones
I expect that AI-powering tools can support error correction, help with direction, and provide comments for students to learn more and improve their English skills.
AI can help me with giving appropriate feedback to my students, supporting them with suitable suggestions to improve their learning, especially their pronunciation.
I’m looking forward to having my English curriculum systematically organized by artificial intelligence Specifically, I’m expecting AI to give me suggestions and
41 recommendations on how to teach in the most logical and progressive way as well as how to make my lessons captivating to students
I expect that AI tools can help me better my English teaching career and help me promote my position in the workplace.
Participants anticipated that AI-powered tools would alleviate the teaching burden associated with English language instruction According to Fitria (2021a), her research on AI tools in English Language Teaching (ELT) indicates that these technologies can significantly reduce the pressures experienced by EFL teachers.
I hope when I start using AI tools the preparation and content delivery of my teaching will be less stressful
I hope to gain many benefits such as making my teaching procedures funnier,easier and faster time once using AI-powering tools to teach English for EFL learners
I expect that AI-powering tools can help me save time
AI tools can help me save time and effort
Yang (2020) emphasized the importance of leveraging AI technology in English instruction to enhance student development and address shortcomings in traditional teaching methods Participants expressed optimism about AI tools aiding classroom activities and lesson preparation, highlighting their expectations for improved lesson planning and curriculum organization Overall, the findings indicate that participants held high hopes for the advantages that AI-powered tools could provide in their teaching practices.
4.2.1.2 Expected benefits from AI-powering tools to the EFL students
Participants believe that AI-powered tools not only enhance English teaching but also significantly aid learners in improving their English skills This expectation reflects the majority of responses highlighting the benefits these tools can provide to EFL students.
I expect my students would have an easier time at studying and memorizing vocabularies and their situational uses.
Based on my experience with Duolingo and Grammarly, these tools effectively assist students in pinpointing their pronunciation and syntax weaknesses By providing real-time feedback and tailored suggestions, they enable learners to focus their efforts on areas that need improvement.
42 in specific areas instead of reworking their entire assignments This saves time and brings about efficient learning.
I believe AI-powered tools will significantly enhance students' engagement in learning and boost their self-study capabilities These tools can assist learners in practicing language skills, enabling them to independently find information, verify its accuracy, and assess the reliability of sources Ultimately, I anticipate that AI will empower students to self-correct mistakes, refine their pronunciation, improve their grammar, and create opportunities for them to actively use English.
I expect that AI tools will help improve student's English proficiency, and find effective AI tools for self-learning
Participants highlighted that students show significant improvement when using AI-powered tools, as these resources cater to individual strengths and weaknesses, making lessons easier to understand and enhancing the overall enjoyment of learning English.
I expect my students will feel more easy to understand the lesson and enjoy learning English
I expect AI tools will be able to help the students to understand the lesson more efficiently
Students will absorb lessons faster Students will improve their language and grammar skills through the use of AI tools.
It can vary students’ learning experience and appeal them to the lesson.
English language instruction emphasizes the importance of practical application, allowing EFL learners to engage in realistic conversations that reinforce their vocabulary and grammatical structures This approach enhances their language skills through meaningful practice.
I expect AI-powering tools will help enhance Language Practice by providing students with opportunities for realistic language conversations, helping them improve their speaking and listening skills.
I expect that AI-powering tools help you be confident when communicating with foreigners
EFL teachers prioritize enhancing their teaching skills and improving course content while also focusing on elevating students' English proficiency They aim to create a conducive learning environment and design lessons that facilitate easy content absorption Additionally, teachers emphasize providing realistic practice opportunities for students to use the language contextually, incorporating AI-powered tools into the teaching and learning process to enrich the educational experience.
The focus of 43 target language educators primarily revolved around enhancing their students' English skills in speaking, listening, reading, and writing Their main priority was to design lessons that are both comprehensible and engaging for learners Conversely, the least emphasis among EFL teachers was placed on the implementation of realistic practices in their teaching methods.
AI-powered educational technologies offer significant advantages for both students and instructors by monitoring individual student progress and adapting to their unique abilities and preferences According to Ramesh and Ongole (2021), the effectiveness of these AI applications hinges on their capacity to provide tailored and engaging learning experiences This adaptability fosters a more inclusive and personalized educational environment, as highlighted by Orsi et al (2020).
4.2.1.3 Expected benefits from AI-powering tools to the English teaching and learning outcomes major concern since it reflects most of the knowledge that has been delivered by the teachers and obtained by the learners as well as the limits in their teaching and understandings of the language.
Personalized Learning by tailoring the learning experience to the individual needs of each student, focusing on areas that require improvement
I expect AI-powering tools are more convenient for saving time
With the help of AI, learning English transforms into an engaging and interactive journey, as each student benefits from a "native teacher" that offers continuous support in practicing listening and speaking skills This technology not only scores and corrects mistakes but also tailors exercises to match individual proficiency levels, enhancing the overall learning experience.
EFL teachers participating in the survey anticipated that AI-powered tools would enhance their teaching effectiveness and improve student learning outcomes The findings aligned with previous research, highlighting the consistent expectations among educators regarding the benefits of integrating AI in education (Kış, 2019; Yang, 2020; Ramesh & Ongole, 2021; Fitria, 2021a; Fitria, 2021b).
Suggestions to use AI-powering tools to teach English in EFL classrooms
48 The collected information of the third open-ended question was categorized based on the subject of the participants’ responses.
4.3.1 Suggestions to use AI-powering tools to teach English in EFL classrooms for EFL teachers
EFL teachers play a vital role in the English language teaching and learning process, and the integration of AI-powered tools can enhance their effectiveness (Kış, 2019; Yang, 2020; Ramesh & Ongole, 2021; Fitria, 2021a) While it is expected that EFL teachers in language centers in the Mekong Delta will benefit similarly, participants highlighted challenges that necessitate careful and productive use of AI tools The following data presents a series of suggestions from participants aimed at supporting EFL teachers in this endeavor.
Give better instructions for A.I and flexibly combine different tools for a more well-rounded result
Using AI as a writing assistance as AI tools can provide instant feedback on students’ writing, helping them improve their language skills. evaluating students' work.
Teachers should guide students in using AI tools in the right direction to help them improve their skills to avoid being too dependent on AI.
To effectively utilize AI-powered tools, teachers require adequate training to enhance their understanding and awareness of AI through workshops and tutorials Additionally, educators should guide their students on the appropriate use of these AI tools, as one participant noted that teachers can leverage AI to support students in improving their writing skills and overall performance.
4.3.2 Suggestions to use AI-powering tools to teach English in EFL classrooms for both EFL teachers and students
Suggestions were made for both EFL teachers and students, addressing concerns about students' over-reliance on tools that may hinder their personal development This highlights the importance of fostering independence in EFL learners while providing guidance for educators.
Don't rely on it too much Language learning is very subjective and differs from student to student.
AI tools can enhance the learning of English and other languages when utilized responsibly by both teachers and students It is essential for learners to grasp the language within its cultural contexts, engaging with native speakers and authentic materials By integrating AI, students can further enrich their language acquisition experience.
49 identify potential issues, and then make their own judgments about whether to adopt the suggestions or not.
We should have enough knowledge to use AI appropriately
Choose AI-powering tools that suit students' level, encourage and support students to use AI tools to learn EL effectively
Besides the suggestions that directed towards EFL teachers and learners, the participants also give suggestions for general uses of AI-powering tools.
Because the responses were not specific about whether the suggestions were for EFL teachers or students, the following responses would be classified as suggestions for general users.
4.3.3 Suggestions to use AI-powering tools to teach English in EFL classrooms for general users
A number of participants gave suggestions for users in general which meant it could be applied to anyone that wished to use AI-powering tools.
Only using AI when necessary I believe that relying on AI would greatly hinder our English thinking if we overuse it.
AI has the potential to bring positive changes to English teaching However, the right investment and research is needed to ensure that AI is used safely and effectively.
The findings revealed a notable diversity in suggestions, with the highest number directed towards EFL teachers, followed by recommendations for both EFL teachers and students, and finally for general users A key theme in these responses was the emphasis on the importance of learning to effectively utilize AI tools This aligns with the perspectives of previous researchers (Xu, 2020; Park & Son, 2022; Luu, 2023) who advocate for enhancing proficiency in AI usage Conversely, some participants refrained from offering suggestions due to uncertainty about what to recommend or a lack of sufficient experience with AI-powered tools in English teaching.
Summary of the results of open-ended questions
The significant number of responses regarding the anticipated benefits and challenges of utilizing AI-powered tools for teaching English indicates that participants are aware of AI's advancements in language education The identified benefits and challenges align with previous research, particularly highlighting AI's potential to assist EFL teachers in addressing the limitations of traditional classrooms and enhancing English skill instruction.
To enhance lesson preparation and teaching effectiveness, it is essential to address both external and internal factors that influence the experience of utilizing AI-powered tools in education (Pokrivcakova, 2019; Wang, 2019; Yang, 2020; Fitria, 2021b).
English (Pokrivcakova, 2019; Han et al., 2020; Kanban & Ergul, 2020; Luu,
In 2023, EFL teachers highlighted that AI-powered tools significantly enhance their English language teaching by aiding lesson preparation, creating personalized content, and improving their professional standing This technological advancement ultimately boosts the quality of their work However, participants also expressed concerns about the challenges associated with integrating these tools into their teaching practices.
AI tools were a challenge to utilize for their capacity and proficiency.In the responses to question about suggestions for using AI-powering tools to teach
Participants emphasized the importance of providing effective suggestions for EFL teachers on the appropriate use of AI-powered tools in English instruction The findings, coupled with these recommendations, can significantly assist in addressing challenges that may arise during the integration of these innovative teaching resources.
Comparing the EFL teachers’ genders and years of experience on their
The study explores the integration of AI-powered tools in teaching English at foreign language centers, revealing that while participants utilized these tools to some extent, many remained unfamiliar with certain options The researcher aims to examine the differences in perceptions and frequency of AI tool usage among participants, focusing on gender and years of experience, as outlined in the UTAUT model.
4.5.1 Comparing female teachers and male teachers
An Independent Sample t-test was run to examine the differences between the two genders of the participants in this study.
Table 12 Independent Sample t-test of Female and Male EFL teachers on perceptions
Genders N Mean Std Deviation Std Error Mean Percepetions Female 46 82.13 19.65 2.89 Male 18 98.61
Variences t-test for Equality of Means
Difference Differen ce variances assumed
Table 13 Independent Sample t-test of Female and Male EFL teachers on frequency of use
Genders N Mean Std Deviation Std Error Mean Frequency of use
Levene’s Test for equality of Variences t-test for Equality of Means
95% Confidence Interval of the Difference
Difference Lower Uppe r Frequ ency of use
Tables 12 and 13 reveal significant differences in the perceptions of AI-powered tools for teaching English between female EFL teachers (M= 82.13; SD= 19.65) and male EFL teachers (M= 98.61; SD= 19.8), with a p-value of 0.004.
A study comparing the usage frequency of AI-powered tools among female teachers (M= 40.93; SD 12.19) and male teachers (M= 44.61; SD= 10.85) revealed no significant differences, as indicated by a p-value of 0.27 This suggests that while female and male English as a Foreign Language (ELF) teachers may perceive the use of AI tools differently, their overall frequency of usage remains quite similar.
4.5.2 Comparing EFL teachers’ years of experience
An Independent Sample t-test was run to examine the differences among the EFL teachers in terms of their years of experience.
4.5.2.1 Comparing EFL teachers with less than 2 years of experience and teachers with 2 years experience
Table 14 Independent Sample t-test of EFL teachers with less than 2 years of experience and teachers with 2 years of experience on perceptions
N Mean Std Deviation Std Error Mean 31 81.12 19.26 3.46
Levene’s Test for equality of
Variences t-test for Equality of Means
F Sig t df Sig (2- tailed) Mean
Table 15 Independent Sample t-test of EFL teachers with less than 2 years of experience and teachers with 2 years of experience on frequency of use
Genders N Mean Std Deviation Std Error Mean Frequency of use Less than 2 years 31 41.13 11.45 2.05
Levene’s Test for equality of Variences t-test for Equality of Means
F Sig t df Sig (2- tailed) Mean
Frequency of use Equal variances assumed
years experience
Comparing EFL teachers with less than 2 years of experience and teachers
Table 16 Independent Sample t-test of EFL teachers with less than 2 years of experience and teachers with 3 years of experience on perceptions
N Mean Std Deviation Std Error Mean 31 81.12 19.26 3.46
Test for t-test for Equality of Means
Perceptions Equal equality of Variences
Difference Std Error Difference variances assumed
Table 17 Independent Sample t-test of EFL teachers with less than 2 years of experience and teachers with 3 years of experience on frequency of use
years experience
Comparing EFL teachers with less than 2 years of experience and teachers
teachers with more than 4 years experience
Table 18 Independent Sample t-test of EFL teachers with less than 2 years of experience and teachers with more than 4 years of experience on perceptions
Levene’s Test for equality of
N Mean Std Deviation Std Error Mean 31 81.1219.26 3.46 20 93.4 21.51 4.81
95% Confidence Interval of the Difference
Difference Std Error Difference variances assumed
Table 19 Independent Sample t-test of EFL teachers with less than 2 years of experience and teachers with more than 4 years of experience on frequency of use
Genders N Mean Std Deviation Std Error Mean Frequency of use
Less than 2 years More than 4 years
Levene’s t-test for Equality of Means
Test for equality of Variences
Std Error Difference of use variances assumed 001 97 -.82 49 41 -2.72 3.31 -9.38
The analysis of Tables 18 and 19 revealed a significant difference in the perceptions of EFL teachers regarding the use of AI-powered tools in teaching English, with those having less than 2 years of experience (M= 81.12; SD= 19.26) scoring lower than their counterparts with over 4 years of experience (M= 93.4; SD= 21.51) However, the difference between the two groups was not statistically significant (p=0.41).
Comparing EFL teachers with 2 years of experience and teachers with 3
Table 20 Independent Sample t-test of EFL teachers with 2 years of experience and teachers with 3 years of experience on perceptions
N Mean Std Deviation Std Error Mean
Levene’s Test for equality of
Variences t-test for Equality of Means
F Sig t df Sig (2- tailed) Mean
Table 21.Independent Sample t-test of EFL teachers with 2 years of experience and teachers with 3 years of experience on frequency of use
Genders N Mean Std Deviation Std Error Mean Frequency of use 2 years 7 38 13.77 5.2 3 years 6 44.66 13.67 5.58
Variences t-test for Equality of Means
95% Confidence Interval of the Difference
Difference Std Error Difference of use variances assumed 16 69 -.87 11 4 -6.66 7.63 -23.47
The analysis presented in Table 20 and Table 21 reveals no significant difference in EFL teachers' perceptions of integrating AI-powered tools in English teaching, with a p-value of 0.33 for those with 2 years of experience (M=34.42; SD=19.27) compared to those with 3 years (M=96.5; SD=24.23) Additionally, the frequency of AI tool usage among EFL teachers showed no significant difference (p=0.4), as teachers with 2 years of experience reported an average usage (M=38; SD=13.77) similar to their 3-year counterparts (M=44.66; SD=13.67).
Comparing EFL teachers with 2 years of experience and teachers with
Table 22 Independent Sample t-test of EFL teachers with 2 years of experience and teachers with more than 4 years of experience on perceptions
N Mean Std Deviation Std Error Mean
Levene’s Test for equality of
Variences t-test for Equality of Means
Mean Std Error Difference variances assumed
Table 23 Independent Sample t-test of EFL teachers with 2 years of experience and teachers with more than 4 years of experience on frequency of use
Genders N Mean Std Deviation Std Error Mean Frequency of use2 years 7 38 13.77 5.2 More than 4 years
Levene’s Test for equality of
Variences t-test for Equality of Means
Equal of use variances assumed
The analysis presented in Tables 22 and 23 reveals that EFL teachers, regardless of their experience level, do not significantly differ in their perceptions of incorporating AI-powered tools into English teaching practices, with a p-value of 0.34 Specifically, teachers with 2 years of experience reported a mean perception score of 84.42 (SD= 19.27), while those with over 4 years of experience exhibited similar views.
(M= 93.4; SD= 21.51) There was also no significant difference (p=0.28) in the and teachers obtaining 3 years of experience (M= 44.66; SD= 13.67).
Comparing EFL teachers with 3 years of experience and teachers with
Table 24 Independent Sample t-test of EFL teachers with 3 years of experience and teachers with more than 4 years of experience on perceptions
N Mean Std Deviation Std Error Mean
Levene’s Test for equality of
Variences t-test for Equality of Means
F Sig t df Sig (2- tailed) Mean
Table 25 Independent Sample t-test of EFL teachers with 3 years of experience and teachers with more than 4 years of experience on frequency of use
Genders N Mean Std Deviation Std Error Mean
Levene’s Test for equality of
Variences t-test for Equality of Means
95% Confidence Interval of the Difference
Difference Std Error Difference of use variances assumed 02 88 144 24 88 81 5.66 -10.86
The analysis of Tables 24 and 25 reveals that there is no significant difference in the perceptions of EFL teachers regarding the use of AI-powered tools for teaching, regardless of their experience level Teachers with three years of experience reported a mean perception score of 96.5 (SD= 24.23), while those with over four years of experience had a mean score of 93.4 (SD= 21.51), with a p-value of 0.3 indicating statistical insignificance Additionally, the frequency of AI tool usage among teachers with three years of experience averaged 44.66 (SD= 13.67), further underscoring the similarity in attitudes toward AI integration in language instruction across different experience levels.
4 years of experience (M= 43.85; SD= 11.73), there was no significant difference as the p-value reached 0.88.
4.5.3 Summary of the genders and years of experience comparison among
The comparison among selected participant groups revealed no significant differences in their perceptions of using AI tools for teaching English, with p-values exceeding 0.05 Both male and female EFL teachers, regardless of experience, exhibited varied attitudes—positive, negative, or neutral—toward AI-powered tools While most findings indicated minimal differences based on gender and experience, notable distinctions emerged in the frequency of AI tool usage between male and female teachers, as well as between those with less than two years of experience and those with over four years Overall, the study highlighted a lack of significant variation in perceptions and usage frequency among participants based on gender and teaching experience.
Conclusion
Conclusion
Artificial Intelligence (AI) has emerged as a significant area of research due to its potential benefits and risks for society In the field of education, AI technology has garnered considerable attention from researchers and educators globally, particularly regarding its implications for English as a Foreign Language (EFL) teachers.
Recent studies (Pokrivcakova, 2019; Aljohani et al., 2021; Park et al., 2022; Luu, 2023) reveal that EFL teachers exhibit both positive and skeptical attitudes toward new technologies in language education While the findings align with previous research regarding EFL teachers' favorable views on AI-powered tools for teaching English, there are notable differences in the specific AI tools they frequently utilize compared to the list provided by Niccolo (2024).
This study investigates EFL teachers' perceptions of AI-powered tools for teaching English in the Mekong Delta's foreign language centers It examines the frequency of AI tool usage, anticipated benefits, challenges, and suggestions for implementation The findings reveal that the 64 participants provided diverse responses across the Likert scale, offering insights into their views on AI tool utilization Overall, EFL teachers exhibited positive perceptions towards using AI-powered tools in their classrooms, aligning with previous research (Pokrivcakova, 2019; Yang, 2020; Fitria).
2021, 2021a; Park & Son., 2022; Luu, 2023) The participants had the similar perceptions of how AI-powering tools impacted the improvement of ELF
63 learners’ English language skills to the EFL teachers from previous studies
Research indicates that participants acknowledged the support provided by their workplaces when utilizing AIT tools for English instruction, aligning with findings from previous studies (Suryani et al., 2019; Yang, 2020; Liu, 2022; Chan and Lee, 2023).
A recent study by An et al (2023) found that EFL teachers believed they would receive technical support from their workplace and technicians Participants echoed this sentiment, highlighting the social influences that motivated them to use AIT tools for teaching English The findings revealed a strong correlation between technological knowledge and pedagogical knowledge, aligning with previous research (Wang, 2019; Yang, 2020; Ramesh & Ongole, 2021; Yang et al., 2021; Luu, 2023; An et al., 2023) Most participants expressed confidence in using AIT tools in their English language instruction and felt prepared to implement these tools effectively in foreign language centers Additionally, the results regarding “Readiness” were consistent with the findings of An et al (2023) and Luu (2023), contrasting with earlier studies that indicated a lack of preparedness among participants to utilize AI-powered tools for English teaching (Çalişkan).
A significant number of EFL teachers at a language center in the Mekong Delta are prepared to integrate AI-powered tools into their English language instruction (Canner, 2022; Park & Son, 2022; Ramadhani et al., 2023).
The frequency of AI tool usage among EFL teachers in the Mekong Delta revealed varied responses, highlighting a divergence from the most commonly used tools identified by Niccolo (2024) While many teachers reported a high level of preparedness to utilize AI tools, as indicated by their "Usually" responses, a significant number of these tools remained unfamiliar to them These findings underscore the need for further research into the factors influencing EFL instructors' adoption of AI tools and strategies to enhance their usage among educators Expanding the list of AI tools available to Mekong Delta EFL teachers will provide valuable references for future studies Additionally, the research indicated minimal differences in perceptions and usage frequency based on participants' gender and years of experience.
64 of experience It could be implied that the participants’ perceptions and usage frequency were not influenced much by their genders and years of teaching.
Participants provided open-ended responses that effectively addressed the questions posed in the study They recognized the potential benefits of AI-powered tools for EFL teachers and learners, as well as the anticipated challenges associated with their implementation These challenges, stemming from both internal and external factors, could impact EFL teachers' motivation to integrate AI tools into their teaching practices Consequently, the respondents offered valuable suggestions tailored for EFL teachers, learners, and general users, fulfilling the research objectives with diverse insights.
The study explored the use of AI-powered tools among EFL teachers at foreign language centers, revealing that while participants were open to utilizing these tools, usage frequency varied significantly Some tools, such as Orai, ELSA, and Amazon Alexa, did not achieve widespread adoption Participants expressed both positive and negative perceptions, indicating an awareness of the benefits and challenges associated with AI tools in language education The primary advantage identified was the potential for AI tools to enhance teaching quality and job performance However, concerns about the capacity and proficiency required to effectively use these tools were prevalent To address these challenges, participants provided suggestions aimed at helping EFL teachers implement AI tools more effectively and appropriately.
While future studies would benefit from a larger participant pool and diverse locations, the findings of this research provide valuable insights for similar topics, potentially stimulating further exploration of the relationship in question.
AI-powered technologies are transforming English language teaching, enabling EFL teachers to meet their personal and professional goals while alleviating their workload In the Mekong Delta, understanding EFL teachers' perceptions of these technologies is crucial for effectively integrating AI tools into English language instruction, enhancing both teaching and learning experiences.
Limitations and suggestions
A limitation of this study is the lack of exploration into the reasons behind participants' choices in the questionnaires, resulting in insufficient in-depth data on their perceptions and experiences with AI-powered tools in specific contexts Furthermore, personal experiences with these AI tools were not documented To gain deeper insights into EFL teachers' responses, it is essential to conduct interviews that allow participants and researchers to collaboratively discuss their personal experiences using AI tools for teaching English and other applications.
This study may be subject to response biases, as participants primarily provided answers influenced by their emotions To mitigate these limitations, future research should consider employing observational techniques for a more comprehensive and objective assessment of the use of AIT tools in English language teaching, as well as the benefits and challenges of AI across different educational settings.
The study's participant size presents limitations, as the selected group addresses specific aspects and context but lacks broader applicability To enhance generalizability, future research should include a larger and more diverse participant pool from various educational institutions in the Mekong Delta, which would provide a more comprehensive understanding of EFL teachers' perceptions regarding the use of AI tools in English instruction.
Certain participants completed only the last three open-ended questions in the survey, limiting the researcher's ability to collect comprehensive data However, this lack of responses had a minimal impact on the overall study results.
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