ARTIFICIAL INTELLIGENCE APPLICATION IN ENGLISH LANGUAGE TEACHING: A SURVEY AT SELECTED PUBLIC HIGH SCHOOLS IN HANOI

Abstract

This study examined the current application of artificial intelligence (AI) in English language teaching and learning at five public high schools in Hanoi. A cross-sectional quantitative survey with descriptive and comparative components was conducted with 62 English teachers and 375 students. Two structured questionnaires, each consisting of 32 observed items, were developed with reference to UNESCO’s AI competency frameworks, the Unified Theory of Acceptance and Use of Technology, the Technological Pedagogical Content Knowledge framework, and previous studies on AI-supported language education. The data were analysed using descriptive statistics, Cronbach’s α, McDonald’s ω, Welch’s analysis of variance, and Games-Howell post hoc tests. The findings indicate that AI was relatively widely used by both teachers and students, with ChatGPT, Google Translate, and Gemini being the most frequently selected tools. Teachers reported high levels of AI-related awareness, competence, facilitating conditions, and perceived effectiveness, whereas their actual level of AI use in teaching activities remained moderate. Among students, competence and conditions for AI use received the highest mean score, while difficulties, risks, and support needs were rated at a moderate level. Significant differences were identified across all measured dimensions according to the frequency of AI use. Teachers with fewer years of teaching experience generally reported more frequent and diverse AI applications. The findings highlight the need to strengthen AI competence, information verification, academic integrity, and pedagogically appropriate AI integration in English language education.