Speaker
Description
Artificial intelligence (AI) is increasingly influencing English language teaching and learning in Vietnamese higher education. While AI tools provide new opportunities to support teaching and improve learning, they also raise questions about trust, effectiveness, and responsible use. Despite their growing popularity, little is known about how teachers’ and students’ beliefs about AI develop and evolve through experience.
This study explores how teachers’ and students’ beliefs are formed, maintained, and adjusted in the use of AI for English teaching and learning in Vietnamese universities. A mixed-methods approach was adopted, combining questionnaires, semi-structured interviews, and classroom observations to examine participants’ experiences and perceptions. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined through thematic analysis.
The findings indicate that beliefs are shaped by prior experience, perceived usefulness, and ease of use, and are strengthened through continued classroom practice. At the same time, concerns about the reliability of AI-generated content, overreliance, and academic integrity lead many participants to reconsider their views. The study highlights the need for AI literacy, pedagogical guidance, and institutional support to promote the effective and responsible integration of AI into English language teaching and learning.
Keywords: artificial intelligence, teachers’ beliefs, students’ beliefs, English language teaching, Vietnamese higher education.
