STUDENTS’ ATTITUDES TOWARD AI FOR ENGLISH LEARNING: A BRIEF SURVEY OF ENGLISH MAJORS ACROSS UNIVERSITIES IN CAN THO CITY

Abstract

This brief survey investigated English majors’ attitudes toward using AI for English learning and
whether those attitudes relate to intention to use. A short-form, closed-ended questionnaire administered
across universities in Can Tho indicates students broadly perceive AI as useful for ELT tasks, yet report
only moderate ease of use, conditional trust, and lingering anxiety about accuracy and skill erosion.
Social and institutional supports appear mixed; AI literacy is developing, while responsible-use norms are
comparatively strong. Despite these frictions, intention to continue using AI remains robust. Implications
include task-anchored micro-training, transparent verification and disclosure practices, and processoriented assessment.