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Description
Artificial intelligence (AI) is increasingly influencing English language teaching. Despite the proliferation of AI-assisted language learning, research on how source-based AI tools can be adopted for collaborative vocabulary review remains limited, especially in English for Specific Purposes (ESP) contexts. This study examines ESP students’ acceptance of NotebookLM as a source-based AI tool for collaborative vocabulary review in Business English classes at a university in Vietnam. A survey was conducted with 150 undergraduate students who had participated in classroom activities using NotebookLM for peer checking and retrieval practice in Business English vocabulary instruction. Guided by the Technology Acceptance Model, the survey examined students’ perceived ease of use, perceived usefulness, attitude toward using NotebookLM, behavioural intention, and collaborative learning support. The findings indicate that students perceived NotebookLM as useful for vocabulary review and showed positive attitudes toward using it in Business English classes. The students also expressed their willingness to use NotebookLM again for future vocabulary learning. The study offers practical implications for integrating source-based AI tools into collaborative vocabulary review activities in ESP classrooms.
