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Description
This study examines how Vietnamese school English teachers use artificial intelligence (AI) in their pedagogical practices and identifies the factors influencing their self-assessed AI pedagogy competency scores. Data were collected through a survey of 1,528 English teachers across all school levels under 31 provincial Departments of Education and Training, recruited by random sampling. The questionnaire demonstrated high internal consistency, with Cronbach's alpha values ranging from 0.891 to 0.957. The findings reveal that most participating teachers have adopted AI for a variety of pedagogical tasks, with usage frequency remaining fairly consistent at a moderate to high level. Almost no differences in AI usage habits were observed among teachers at different school levels. Age was negatively correlated with both the frequency of AI use and confidence in technology, whereas the amount of AI related training was positively correlated with usage frequency and with teachers' self-assessed AI pedagogy competency scores. Active participation in AI focused professional development activities and teachers' self-awareness contributed more strongly to the development of AI pedagogy competency than demographic factors did, while training served an important supporting role. These results suggest key features of effective AI training and self-directed professional learning for school English teachers in Vietnam.
Keywords: AI pedagogy competence, self-assessment scale, teacher professional development
