The reality of the study Before implementing this initiative, the self-study habits of grade 10students at Sam Son High School in learning English faced several limitations,which directl
INTRODUCTION
Reasons for choosing the study
With over 20 years of experience teaching English at the high school level, I have observed ongoing challenges and new opportunities in English language education A major issue for students at Sam Son High School is their struggle to cultivate effective self-study habits, particularly outside the classroom Many students depend on teacher-led instruction and often feel uncertain when attempting to study English independently at home.
The rapid advancement of artificial intelligence (AI) has led to the emergence of innovative tools and platforms that enhance language learning through diverse, flexible, and personalized methods AI-powered applications, including chatbots, grammar checkers, virtual speaking partners, and intelligent vocabulary trainers, offer learners instant feedback, adaptive learning paths, and engaging experiences, making language acquisition more accessible than ever.
Many students at Sam Son High School are not aware of available AI technologies or lack the necessary skills and motivation to utilize them effectively To enhance their English proficiency, particularly in speaking, writing, and vocabulary development, they require proper orientation, encouragement, and instruction on how to leverage these tools.
This study was inspired by the need to guide students in effectively utilizing AI tools for their self-study at home The goal is to foster autonomous learning, boost confidence in English usage, and cultivate essential skills for lifelong learning in the digital era.
Therefore, the topic "some effective ways to Enhance Self-study Skills in
The article "Learning English for Students at Sam Son High School" is relevant and practical, reflecting contemporary educational trends It emphasizes the necessity to innovate teaching methods and foster student-centered learning, particularly in the context of Industry 4.0 and the ongoing digital transformation in education.
Aims of the study
This study is conducted with the following main purposes:
-To raise awareness among students at Sam Son High School about the benefits and potential of using artificial intelligence (AI) tools in learning English, especially in self-study contexts.
Discover effective AI-powered applications and platforms tailored for high school students, including language learning apps, AI chatbots, grammar and writing assistants, and pronunciation tools These resources enhance learning experiences and support students in mastering new languages and improving their writing skills.
This article offers practical strategies for students to effectively incorporate AI tools into their daily self-study routines at home By focusing on consistency, productivity, and personalization, it aims to enhance the learning experience and optimize study habits.
Enhancing students' English proficiency can be achieved by increasing their exposure to, interaction with, and practice using AI-based learning tools These tools specifically target essential skills, including vocabulary acquisition, grammar usage, speaking fluency, and writing.
Digital literacy is a fundamental skill for 21st-century learners Integrating AI into English self-study enhances language proficiency while fostering crucial technological and critical thinking abilities necessary for future academic and career success.
Motivation is essential for successful language learning AI tools enhance student engagement and motivation through gamified features, tailored content, and interactive interfaces, making self-study more attractive and effective.
2.2 The reality of the study
Prior to the implementation of this initiative, grade 10 students at Sam Son High School encountered significant limitations in their self-study habits for learning English, which adversely impacted their academic performance and motivation Surveys, observations, and discussions with both students and teachers revealed several key issues contributing to these challenges.
-Lack of Effective Self-study Strategies
Many students lack awareness of effective methods for studying English at home, often relying on homework and passive textbook reading This approach typically does not involve interactive or skill-specific activities that could enhance their learning experience.
Many students depended heavily on teacher guidance and lacked the motivation to study English independently Without supervision, they often struggled to maintain consistent learning routines at home.
Outside the classroom, students had minimal opportunities to practice English, particularly listening and speaking skills This led to poor pronunciation, limited vocabulary usage, and a lack of confidence in communication.
Despite the availability of AI-driven language learning tools like Duolingo, Grammarly, ChatGPT, and Elsa Speak, many students remain unaware of these resources or lack the knowledge to utilize them effectively for their learning.
-Overdependence on Traditional Learning Methods
The majority of students relied mainly on rote learning, grammar translation methods, and paper-based exercises, which often failed to inspire curiosity or improve communicative competence.
-Lack of Guidance on Technology Use
While students had access to smartphones and the internet, there was no structured guidance from teachers or the school on how to use these technologies productively for English learning.
Students' English performance has been consistently average or below expectations, particularly in speaking and writing skills Their advancement in vocabulary, grammar accuracy, and language fluency has been slow and inconsistent, highlighting the critical need for a new instructional approach.
+ Practice new words from Unit 1 (e.g., “household chores,”
+ Listen to pronunciation and complete matching/gap-fill games.
- Teachers created custom sets for Unit 1 and shared the link with students.
- Students reviewed 5–10 words daily and took mini self-tests at the end of the week.
*Listening and Pronunciation Practice with Elsa Speak
- Key phrases and collocations from Unit 1 were selected (e.g., “divide the chores equally,” “do the heavy lifting”).
- Students practiced reading them aloud using Elsa Speak, which provided
- Progress scores were tracked weekly to show improvement.
- Students were guided to use ChatGPT to:
+ Ask for explanations on Present Simple and Present Continuous (main grammar points of Unit 1)
+ Request example sentences or quizzes related to household tasks
+ Practice writing short dialogues using the correct tenses
“Can you help me write 5 sentences about daily routines at home using Present Simple?”
* Writing Skill Development with Grammarly
- Writing task: “Write a paragraph (80–100 words) about how your family shares household responsibilities.”
- Students first drafted their writing, then used Grammarly to:
+ Check grammar, punctuation, and word choice
+ Make revisions based on AI suggestions
- Final version was submitted to the teacher.
*Speaking Practice with ChatGPT Role-play
- Students used ChatGPT to role-play conversations about family life.
“Pretend to be my classmate Let’s talk about how we help our families at home.”
This activity helped students build fluency and confidence in real-life topics.
*Self-study Logbook and Reflection
+ Tools used and tasks completed (e.g., “Reviewed 10 vocab words on Quizlet,” “Practiced 2 dialogues on ChatGPT”)
+ One thing they learned or improved
- Teachers checked the logbooks weekly and gave short oral feedback. and visual aids Real examples of AI tools were demonstrated to help students understand their benefits and functions.
2.4.2.Introducing and Training Students in Using AI Tools
A list of suitable AI-powered tools was selected and introduced, including:
-Duolingo: For vocabulary and grammar practice.
-Grammarly: For writing correction and grammar feedback.
-Elsa Speak: For improving pronunciation and speaking skills.
-ChatGPT: For practicing writing, asking questions, and engaging in
- Students were trained on how to download, use, and integrate these tools into their daily self-study routines.
2.4.3 Designing AI-integrated Self-study Plans
A structured weekly self-study schedule was developed to assist students in utilizing specific AI tools for 15 to 30 minutes each day, concentrating on various skills such as listening on Mondays, grammar on Tuesdays, and speaking on Wednesdays Students were also motivated to reflect on their learning experiences and maintain a self-study log.
2.4.4 Providing Teacher Support and Monitoring
Teachers consistently tracked students' engagement with AI tools by reviewing homework assignments, analyzing usage reports, and considering student reflections They facilitated in-class discussions and check-ins to offer feedback, address technical challenges, and promote peer collaboration.
AI tools with gamified features were promoted to increase engagement. Competitions, rewards, and recognition were used to motivate students to maintain regular use and track their progress.
2.4.6 Integrating AI Tasks into Formal Assessment
Assignments and speaking/writing exercises were created to enhance students' engagement with AI tools For instance, students utilized Grammarly to compose a short paragraph and recorded speaking tasks with Elsa Speak, submitting their performance scores.
Parents were informed about the initiative and encouraged to support their children in maintaining regular practice at home using the recommended AI tools.
Through these structured and practical solutions, students gradually developed more independent and technology-supported learning habits, leading to improved motivation, language performance, and digital competency.
Sample Techniques Used in Guiding 10 Grade Students to Enhance Self-study Skills
To support students in mastering the content of Unit 1 – Family Life, several AI-integrated and student-centered techniques were implemented to enhance self-study effectiveness at home:
*Vocabulary Reinforcement Using AI Flashcards
- Students used Quizlet (an AI-assisted flashcard app) to:
+ Practice new words from Unit 1 (e.g., “household chores,”
+ Listen to pronunciation and complete matching/gap-fill games.
- Teachers created custom sets for Unit 1 and shared the link with students.
- Students reviewed 5–10 words daily and took mini self-tests at the end of the week.
*Listening and Pronunciation Practice with Elsa Speak
- Key phrases and collocations from Unit 1 were selected (e.g., “divide the chores equally,” “do the heavy lifting”).
- Students practiced reading them aloud using Elsa Speak, which provided
- Progress scores were tracked weekly to show improvement.
- Students were guided to use ChatGPT to:
+ Ask for explanations on Present Simple and Present Continuous (main grammar points of Unit 1)
+ Request example sentences or quizzes related to household tasks
+ Practice writing short dialogues using the correct tenses
“Can you help me write 5 sentences about daily routines at home using Present Simple?”
* Writing Skill Development with Grammarly
- Writing task: “Write a paragraph (80–100 words) about how your family shares household responsibilities.”
- Students first drafted their writing, then used Grammarly to:
+ Check grammar, punctuation, and word choice
+ Make revisions based on AI suggestions
- Final version was submitted to the teacher.
*Speaking Practice with ChatGPT Role-play
- Students used ChatGPT to role-play conversations about family life.
“Pretend to be my classmate Let’s talk about how we help our families at home.”
This activity helped students build fluency and confidence in real-life topics.
*Self-study Logbook and Reflection
+ Tools used and tasks completed (e.g., “Reviewed 10 vocab words on Quizlet,” “Practiced 2 dialogues on ChatGPT”)
+ One thing they learned or improved
- Teachers checked the logbooks weekly and gave short oral feedback.
—one that would motivate students, personalize learning, and integrate technology in a meaningful and accessible way.
2.3 The results in researching the reality before applying the initiative
The introduction of AI-supported self-study strategies led to notable enhancements in students' learning habits, language skills, and engagement To assess the initiative's effectiveness, we performed a comparative analysis of data collected from a sample of 45 grade 10A10 students before and after the implementation The results are summarized in the following table.
Observed Reality Before Applying the Initiative
Number of Students (out of 45)
Study English less than 2 times per week 30 66.7%
Less than 20 minutes per session 35 77.8%
Have never used or heard of AI-supported learning tools
4 Use of AI Tools in English Learning
Rarely or never used AI tools 42 93.3%
Low or passive motivation, mainly dependent on teachers
Weak vocabulary and grammar application 37 82.2%
Poor pronunciation and lack of speaking confidence
Frequent errors and unclear ideas 34 75.6%
English (Average) Below 6.0 out of 10 31 68.9%
2.4 Initiatives and solutions implemented to address the problem.
To address the limitations identified in students’ self-study habits and to promote the effective use of artificial intelligence in learning English, the following solutions and initiatives were implemented:
2.4.1 Raising Awareness of AI in Education
Students were introduced to the concept of artificial intelligence and its applications in language learning through classroom discussions, presentations,
Students are using Quizlet to practice new words from Unit 1
UNIT 2: HUMANS AND THE ENVIRONMENT
To help students deeply understand and independently explore the theme
In Unit 2, the focus on "Humans and the Environment" utilized a range of targeted techniques that integrated artificial intelligence tools with self-regulated learning strategies These methods were designed to enhance vocabulary retention, reading comprehension, grammar application, and productive skills, including both speaking and writing.
* Vocabulary Learning with AI Flashcards (Quizlet)
- Created a Quizlet set for key terms in Unit 2 (e.g., “deforestation,”
“renewable energy,” “pollution,” “greenhouse gases,” “conservation”).
- Included definitions, example sentences, and pronunciation audio.
- Students practiced for 10–15 minutes daily using AI-powered games like
“Learn,” “Match,” and “Test” modes.
- Encouraged students to track their word mastery progress on the app.
*Reading Comprehension Enhancement Using ChatGPT
- Students were assigned to input reading passages from the textbook into
+ Summaries of the passage in simpler English
+ Clarification questions (e.g., “What does this sentence mean?” or “Can you explain this paragraph?”)
+ Vocabulary explanations or synonyms for difficult words
- This helped students understand complex content and build reading strategies.
*Grammar Practice with ChatGPT – Focus on “Relative Clauses”
+ Practice new words from Unit 1 (e.g., “household chores,”
+ Listen to pronunciation and complete matching/gap-fill games.
- Teachers created custom sets for Unit 1 and shared the link with students.
- Students reviewed 5–10 words daily and took mini self-tests at the end of the week.
*Listening and Pronunciation Practice with Elsa Speak
- Key phrases and collocations from Unit 1 were selected (e.g., “divide the chores equally,” “do the heavy lifting”).
- Students practiced reading them aloud using Elsa Speak, which provided
- Progress scores were tracked weekly to show improvement.
- Students were guided to use ChatGPT to:
+ Ask for explanations on Present Simple and Present Continuous (main grammar points of Unit 1)
+ Request example sentences or quizzes related to household tasks
+ Practice writing short dialogues using the correct tenses
“Can you help me write 5 sentences about daily routines at home using Present Simple?”
* Writing Skill Development with Grammarly
- Writing task: “Write a paragraph (80–100 words) about how your family shares household responsibilities.”
- Students first drafted their writing, then used Grammarly to:
+ Check grammar, punctuation, and word choice
+ Make revisions based on AI suggestions
- Final version was submitted to the teacher.
*Speaking Practice with ChatGPT Role-play
- Students used ChatGPT to role-play conversations about family life.
“Pretend to be my classmate Let’s talk about how we help our families at home.”
This activity helped students build fluency and confidence in real-life topics.
*Self-study Logbook and Reflection
+ Tools used and tasks completed (e.g., “Reviewed 10 vocab words on Quizlet,” “Practiced 2 dialogues on ChatGPT”)
+ One thing they learned or improved
- Teachers checked the logbooks weekly and gave short oral feedback. and attitudes toward using AI in language learning.
-Experimental Method (Pre-test and Post-test)
A group of students utilized specific AI tools consistently over a designated period, with their English proficiency evaluated through standardized tests before and after the implementation This approach aimed to assess the effectiveness of AI-supported self-study in enhancing language skills.
Related materials such as student assignments, test results, AI app usage reports, and teacher notes were reviewed to support findings and evaluate changes in learning outcomes.
Both statistical and descriptive methods were used to analyze the collected data, identify patterns, draw conclusions, and propose recommendations.
By combining these methods, the study ensures a comprehensive understanding of the impact of AI tools on students’ self-study habits and English language development.
Scope of the study
The subjects of this study are students of grade 10 at Sam Son High School who are learning English as a compulsory subject under the Vietnamese national curriculum [1]
Specifically, the study focuses on:
-Students’ self-study habits and behaviors related to English learning outside the classroom, particularly at home.
-Students’ ability to access and use artificial intelligence (AI) tools to support their English learning, including their awareness, motivation, and skill level.
-The effectiveness of integrating AI tools into students’ self-study routines in improving core language skills such as vocabulary, grammar, reading, writing, speaking, and listening.
-The attitudes and perceptions of students toward the use of AI in language learning, and how these perceptions may influence their learning outcomes and self-study motivation.
This study also engages English teachers at Sam Son High School, who support and oversee students' use of AI tools, while the main emphasis is on the students themselves.
CONTENT
The reality of the study
Prior to the implementation of this initiative, grade 10 students at Sam Son High School encountered significant limitations in their self-study habits for learning English, which adversely impacted their academic performance and motivation Through surveys, observations, and discussions with both students and teachers, several key issues were identified.
-Lack of Effective Self-study Strategies
Many students lack awareness of effective methods for studying English at home, often relying on homework and passive textbook reading instead of participating in interactive or skill-focused activities.
Many students depended heavily on teacher guidance and lacked the motivation to study English independently Without supervision, they often struggled to maintain consistent learning routines at home.
Outside the classroom, students had minimal opportunities to practice English, particularly listening and speaking skills This led to poor pronunciation, limited vocabulary usage, and a lack of confidence in communication.
Despite the availability of AI-driven language learning tools like Duolingo, Grammarly, ChatGPT, and Elsa Speak, many students remain unaware of these resources or lack the knowledge to utilize them effectively for their learning.
-Overdependence on Traditional Learning Methods
The majority of students relied mainly on rote learning, grammar translation methods, and paper-based exercises, which often failed to inspire curiosity or improve communicative competence.
-Lack of Guidance on Technology Use
While students had access to smartphones and the internet, there was no structured guidance from teachers or the school on how to use these technologies productively for English learning.
Students' English performance has been consistently average or below expectations, particularly in speaking and writing skills Their advancement in vocabulary, grammar accuracy, and language fluency has been slow and inconsistent, highlighting the critical need for a new instructional approach.
+ Practice new words from Unit 1 (e.g., “household chores,”
+ Listen to pronunciation and complete matching/gap-fill games.
- Teachers created custom sets for Unit 1 and shared the link with students.
- Students reviewed 5–10 words daily and took mini self-tests at the end of the week.
*Listening and Pronunciation Practice with Elsa Speak
- Key phrases and collocations from Unit 1 were selected (e.g., “divide the chores equally,” “do the heavy lifting”).
- Students practiced reading them aloud using Elsa Speak, which provided
- Progress scores were tracked weekly to show improvement.
- Students were guided to use ChatGPT to:
+ Ask for explanations on Present Simple and Present Continuous (main grammar points of Unit 1)
+ Request example sentences or quizzes related to household tasks
+ Practice writing short dialogues using the correct tenses
“Can you help me write 5 sentences about daily routines at home using Present Simple?”
* Writing Skill Development with Grammarly
- Writing task: “Write a paragraph (80–100 words) about how your family shares household responsibilities.”
- Students first drafted their writing, then used Grammarly to:
+ Check grammar, punctuation, and word choice
+ Make revisions based on AI suggestions
- Final version was submitted to the teacher.
*Speaking Practice with ChatGPT Role-play
- Students used ChatGPT to role-play conversations about family life.
“Pretend to be my classmate Let’s talk about how we help our families at home.”
This activity helped students build fluency and confidence in real-life topics.
*Self-study Logbook and Reflection
+ Tools used and tasks completed (e.g., “Reviewed 10 vocab words on Quizlet,” “Practiced 2 dialogues on ChatGPT”)
+ One thing they learned or improved
- Teachers checked the logbooks weekly and gave short oral feedback. and visual aids Real examples of AI tools were demonstrated to help students understand their benefits and functions.
2.4.2.Introducing and Training Students in Using AI Tools
A list of suitable AI-powered tools was selected and introduced, including:
-Duolingo: For vocabulary and grammar practice.
-Grammarly: For writing correction and grammar feedback.
-Elsa Speak: For improving pronunciation and speaking skills.
-ChatGPT: For practicing writing, asking questions, and engaging in
- Students were trained on how to download, use, and integrate these tools into their daily self-study routines.
2.4.3 Designing AI-integrated Self-study Plans
A structured weekly self-study schedule was developed to assist students in utilizing specific AI tools for 15 to 30 minutes each day, targeting various skills such as listening on Mondays, grammar on Tuesdays, and speaking on Wednesdays Additionally, students were motivated to reflect on their learning experiences and maintain a self-study log.
2.4.4 Providing Teacher Support and Monitoring
Teachers consistently tracked students' engagement with AI tools by reviewing homework assignments, analyzing usage reports, and considering student reflections They facilitated in-class discussions and check-ins to offer feedback, address technical challenges, and promote peer collaboration.
AI tools with gamified features were promoted to increase engagement. Competitions, rewards, and recognition were used to motivate students to maintain regular use and track their progress.
2.4.6 Integrating AI Tasks into Formal Assessment
Assignments and speaking/writing exercises were created to enhance students' engagement with AI tools For instance, students utilized Grammarly to compose short paragraphs and recorded speaking tasks with Elsa Speak, submitting their performance scores.
Parents were informed about the initiative and encouraged to support their children in maintaining regular practice at home using the recommended AI tools.
Through these structured and practical solutions, students gradually developed more independent and technology-supported learning habits, leading to improved motivation, language performance, and digital competency.
Sample Techniques Used in Guiding 10 Grade Students to Enhance Self-study Skills
To support students in mastering the content of Unit 1 – Family Life, several AI-integrated and student-centered techniques were implemented to enhance self-study effectiveness at home:
*Vocabulary Reinforcement Using AI Flashcards
- Students used Quizlet (an AI-assisted flashcard app) to:
+ Practice new words from Unit 1 (e.g., “household chores,”
+ Listen to pronunciation and complete matching/gap-fill games.
- Teachers created custom sets for Unit 1 and shared the link with students.
- Students reviewed 5–10 words daily and took mini self-tests at the end of the week.
*Listening and Pronunciation Practice with Elsa Speak
- Key phrases and collocations from Unit 1 were selected (e.g., “divide the chores equally,” “do the heavy lifting”).
- Students practiced reading them aloud using Elsa Speak, which provided
- Progress scores were tracked weekly to show improvement.
- Students were guided to use ChatGPT to:
+ Ask for explanations on Present Simple and Present Continuous (main grammar points of Unit 1)
+ Request example sentences or quizzes related to household tasks
+ Practice writing short dialogues using the correct tenses
“Can you help me write 5 sentences about daily routines at home using Present Simple?”
* Writing Skill Development with Grammarly
- Writing task: “Write a paragraph (80–100 words) about how your family shares household responsibilities.”
- Students first drafted their writing, then used Grammarly to:
+ Check grammar, punctuation, and word choice
+ Make revisions based on AI suggestions
- Final version was submitted to the teacher.
*Speaking Practice with ChatGPT Role-play
- Students used ChatGPT to role-play conversations about family life.
“Pretend to be my classmate Let’s talk about how we help our families at home.”
This activity helped students build fluency and confidence in real-life topics.
*Self-study Logbook and Reflection
+ Tools used and tasks completed (e.g., “Reviewed 10 vocab words on Quizlet,” “Practiced 2 dialogues on ChatGPT”)
+ One thing they learned or improved
- Teachers checked the logbooks weekly and gave short oral feedback.
—one that would motivate students, personalize learning, and integrate technology in a meaningful and accessible way.
The results in researching the reality before applying the initiative
The introduction of AI-supported self-study strategies led to notable enhancements in students' learning habits, language skills, and engagement To assess the initiative's effectiveness, we performed a comparative analysis of data collected from a sample of 45 grade 10A10 students before and after the implementation The results are summarized in the following table.
Observed Reality Before Applying the Initiative
Number of Students (out of 45)
Study English less than 2 times per week 30 66.7%
Less than 20 minutes per session 35 77.8%
Have never used or heard of AI-supported learning tools
4 Use of AI Tools in English Learning
Rarely or never used AI tools 42 93.3%
Low or passive motivation, mainly dependent on teachers
Weak vocabulary and grammar application 37 82.2%
Poor pronunciation and lack of speaking confidence
Frequent errors and unclear ideas 34 75.6%
English (Average) Below 6.0 out of 10 31 68.9%
Initiatives and solutions implemented to address the problem
To address the limitations identified in students’ self-study habits and to promote the effective use of artificial intelligence in learning English, the following solutions and initiatives were implemented:
2.4.1 Raising Awareness of AI in Education
Students were introduced to the concept of artificial intelligence and its applications in language learning through classroom discussions, presentations,
Students are using Quizlet to practice new words from Unit 1
UNIT 2: HUMANS AND THE ENVIRONMENT
To help students deeply understand and independently explore the theme
In Unit 2, the focus on "Humans and the Environment" utilized a range of targeted techniques that integrated artificial intelligence tools with self-regulated learning strategies These methods were designed to enhance vocabulary retention, reading comprehension, grammar application, and productive skills, including both speaking and writing.
* Vocabulary Learning with AI Flashcards (Quizlet)
- Created a Quizlet set for key terms in Unit 2 (e.g., “deforestation,”
“renewable energy,” “pollution,” “greenhouse gases,” “conservation”).
- Included definitions, example sentences, and pronunciation audio.
- Students practiced for 10–15 minutes daily using AI-powered games like
“Learn,” “Match,” and “Test” modes.
- Encouraged students to track their word mastery progress on the app.
*Reading Comprehension Enhancement Using ChatGPT
- Students were assigned to input reading passages from the textbook into
+ Summaries of the passage in simpler English
+ Clarification questions (e.g., “What does this sentence mean?” or “Can you explain this paragraph?”)
+ Vocabulary explanations or synonyms for difficult words
- This helped students understand complex content and build reading strategies.
*Grammar Practice with ChatGPT – Focus on “Relative Clauses”
+ Practice new words from Unit 1 (e.g., “household chores,”
+ Listen to pronunciation and complete matching/gap-fill games.
- Teachers created custom sets for Unit 1 and shared the link with students.
- Students reviewed 5–10 words daily and took mini self-tests at the end of the week.
*Listening and Pronunciation Practice with Elsa Speak
- Key phrases and collocations from Unit 1 were selected (e.g., “divide the chores equally,” “do the heavy lifting”).
- Students practiced reading them aloud using Elsa Speak, which provided
- Progress scores were tracked weekly to show improvement.
- Students were guided to use ChatGPT to:
+ Ask for explanations on Present Simple and Present Continuous (main grammar points of Unit 1)
+ Request example sentences or quizzes related to household tasks
+ Practice writing short dialogues using the correct tenses
“Can you help me write 5 sentences about daily routines at home using Present Simple?”
* Writing Skill Development with Grammarly
- Writing task: “Write a paragraph (80–100 words) about how your family shares household responsibilities.”
- Students first drafted their writing, then used Grammarly to:
+ Check grammar, punctuation, and word choice
+ Make revisions based on AI suggestions
- Final version was submitted to the teacher.
*Speaking Practice with ChatGPT Role-play
- Students used ChatGPT to role-play conversations about family life.
“Pretend to be my classmate Let’s talk about how we help our families at home.”
This activity helped students build fluency and confidence in real-life topics.
*Self-study Logbook and Reflection
+ Tools used and tasks completed (e.g., “Reviewed 10 vocab words on Quizlet,” “Practiced 2 dialogues on ChatGPT”)
+ One thing they learned or improved
- Teachers checked the logbooks weekly and gave short oral feedback. and attitudes toward using AI in language learning.
-Experimental Method (Pre-test and Post-test)
A group of students utilized specific AI tools consistently over a designated period, with their English proficiency evaluated through standardized tests before and after the implementation This approach aimed to assess the effectiveness of AI-supported self-study in enhancing language skills.
Related materials such as student assignments, test results, AI app usage reports, and teacher notes were reviewed to support findings and evaluate changes in learning outcomes.
Both statistical and descriptive methods were used to analyze the collected data, identify patterns, draw conclusions, and propose recommendations.
By combining these methods, the study ensures a comprehensive understanding of the impact of AI tools on students’ self-study habits and English language development.
This study is grounded in a blend of educational theories, language learning principles, and the latest advancements in educational technology, particularly artificial intelligence (AI) The essential theoretical foundations include:
Constructivism highlights the active role of learners in building knowledge through their experiences and reflections AI tools, including interactive chatbots and personalized language learning applications, enhance this process by allowing learners to engage, practice, and receive instant feedback, thereby fostering a deeper understanding and greater ownership of their learning journey.
This theory emphasizes the significance of self-directed learning, empowering students to take charge of their educational journey The integration of AI in education enhances learner autonomy by enabling students to set their own pace, concentrate on areas needing improvement, and access learning resources at their convenience.
-Blended Learning and Flipped Classroom Models
These methods integrate conventional teaching with digital resources, allowing students to continue their learning at home AI technologies play a crucial role in these strategies, enhancing classroom material and promoting greater student involvement beyond school hours.
-Second Language Acquisition (SLA) Theories
Research indicates that mastering a second language requires consistent exposure, meaningful communication, and timely corrective feedback AI-driven tools, including speech recognition, grammar correction, and adaptive vocabulary applications, effectively meet these needs by providing real-time interaction and personalized learning experiences.
—one that would motivate students, personalize learning, and integrate technology in a meaningful and accessible way.
2.3 The results in researching the reality before applying the initiative
The introduction of AI-supported self-study strategies led to notable enhancements in students' learning habits, language skills, and engagement To assess the initiative's effectiveness, we performed a comparative analysis of data collected from a sample of 45 grade 10A10 students before and after the implementation The results are summarized in the following table.
Observed Reality Before Applying the Initiative
Number of Students (out of 45)
Study English less than 2 times per week 30 66.7%
Less than 20 minutes per session 35 77.8%
Have never used or heard of AI-supported learning tools
4 Use of AI Tools in English Learning
Rarely or never used AI tools 42 93.3%
Low or passive motivation, mainly dependent on teachers
Weak vocabulary and grammar application 37 82.2%
Poor pronunciation and lack of speaking confidence
Frequent errors and unclear ideas 34 75.6%
English (Average) Below 6.0 out of 10 31 68.9%
2.4 Initiatives and solutions implemented to address the problem.
To address the limitations identified in students’ self-study habits and to promote the effective use of artificial intelligence in learning English, the following solutions and initiatives were implemented:
2.4.1 Raising Awareness of AI in Education
Students were introduced to the concept of artificial intelligence and its applications in language learning through classroom discussions, presentations, accuracy.
To promote independent learning and enhance digital literacy, it is crucial to empower students to become self-reliant, confident, and proactive in their educational journey, while also providing them with essential skills for the 21st century.
- To evaluate the effectiveness of AI-supported self-study through feedback, learning outcomes, and student engagement, thereby contributing practical insights for broader application in teaching and learning [7]
The study seeks to improve English language education at Sam Son High School by adapting to technological advancements and addressing the diverse needs of students in the digital age.
The subjects of this study are students of grade 10 at Sam Son High School who are learning English as a compulsory subject under the Vietnamese national curriculum [1]
Specifically, the study focuses on:
-Students’ self-study habits and behaviors related to English learning outside the classroom, particularly at home.
-Students’ ability to access and use artificial intelligence (AI) tools to support their English learning, including their awareness, motivation, and skill level.
-The effectiveness of integrating AI tools into students’ self-study routines in improving core language skills such as vocabulary, grammar, reading, writing, speaking, and listening.
-The attitudes and perceptions of students toward the use of AI in language learning, and how these perceptions may influence their learning outcomes and self-study motivation.
This study also engages English teachers at Sam Son High School, who support and oversee students' use of AI tools, while the main emphasis is on the students themselves.
To achieve the objectives of this study, a combination of both qualitative and quantitative research methods was employed The specific methods include:
A set of structured questionnaires was designed and administered to grade
10 students at Sam Son High School to collect data on their current self-study habits, familiarity with AI tools, frequency of use, and perceived effectiveness in learning English.
The study involved direct observation of students using AI tools during self-study sessions at home and in classroom activities This approach aimed to assess the effectiveness of their application of the tools and adherence to instructions.
Semi-structured interviews were conducted with a selected group of students and English teachers to gain deeper insights into their experiences, challenges, and attitudes toward using AI in language learning.
-Experimental Method (Pre-test and Post-test)
A group of students utilized specific AI tools consistently over a designated period, with their English proficiency evaluated through standardized tests before and after the implementation This approach aimed to assess the effectiveness of AI-supported self-study in enhancing language skills.
Related materials such as student assignments, test results, AI app usage reports, and teacher notes were reviewed to support findings and evaluate changes in learning outcomes.
Both statistical and descriptive methods were used to analyze the collected data, identify patterns, draw conclusions, and propose recommendations.
By combining these methods, the study ensures a comprehensive understanding of the impact of AI tools on students’ self-study habits and English language development.
This study is grounded in a blend of educational theories, language learning principles, and the latest advancements in educational technology, particularly artificial intelligence (AI) The essential theoretical foundations include:
Constructivism highlights the active role of learners in building knowledge through their experiences and reflections AI tools, including interactive chatbots and personalized language learning applications, enhance this process by allowing learners to engage, practice, and receive instant feedback, thereby fostering a deeper understanding and greater ownership of their learning journey.