Speaker
Description
Artificial intelligence (AI) is becoming more and more important in English-medium Instruction (EMI) to students as it introduces new ways to access and interact with learning resources. However, there is limited evidence of how AI can help with equitable access to learning resources in EMI settings. The study investigates the impact of AI on students’ access to learning resources and how they perceive educational equity in EMI classrooms. An explanatory sequential mixed-methods design was ultilized. Data were collected from 150 undergraduate students enrolled in EMI classes at FPT University, Vietnam, using a structured questionnaire and semi-structured interviews with selected participants to further explore their experiences using AI to access, understand, and use English language learning resources. The findings showed that AI significantly improved students’ access to academic resources through the acquisition of information, comprehension of content, and independent learning. However, differences in AI literacy and digital competence affected the extent to which students benefited from AI tools, which is a strong manifestation of the fact that access to AI tools is not just about access to them but also about the students’ ability to use them effectively. The findings also reveals that AI is a tool that can help to build a more inclusive EMI learning environment. Therefore, AI should be considered in higher education as an important tool for equity in higher education.
