Exploring the teachers’ and students’ perceptions of AI-assisted English teaching
Keywords
Abstract
This study explores the teachers' and students' perceptions on integrating artificial intelligence (AI) tools in teaching English as a foreign language (EFL) at an university in Vietnam. The results showed that both teachers and students perceived AI tools positively in providing feedback and increasing learning engagement.Downloads
References
[1]. Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2023). Academic integrity in the age of generative AI: Risks and responses. Innovations in Education and Teaching International, 60(2), 121–132. https://doi.org/10.1080/14703297.2023.2190148
[2]. Farrell, T. S. C. (2022). Reflective practice in language teaching (5th ed.). Cambridge University Press. https://doi.org/10.1017/9781009028783
[3]. Godwin‑Jones, R. (2022). AI tools in language learning: Promise, practice, and policy. Language Learning & Technology, 26(3), 1–12. https://doi.org/10125/73447
[4]. Kim, Y. (2023). Students’ perceptions of AI-generated feedback in L2 writing: Trust and challenges. Journal of Second Language Writing, 62, 101873. https://doi.org/10.1016/j.jslw.2023.101873
[5]. Xu, B., & Wang, H. (2023). Learner skepticism toward AI feedback in writing assessment. CALICO Journal, 40(2), 250–270. https://doi.org/10.1558/cj.22283
