Speaker
Description
The rapid integration of generative AI (GenAI) into English language learning has created new opportunities for supporting learners, while also raising concerns about overreliance, academic integrity, and the weakening of independent language production. Instead of approaching GenAI mainly through prohibition or unrestricted use, this study aims to explore how GenAI can be used effectively and responsibly in English as a Foreign Language (EFL) classrooms. Adopting a qualitative research design, the study investigates teacher-guided strategies for integrating GenAI into common EFL learning activities. Data will be collected through task-based semi-structured interviews with 15 university EFL teachers in Vietnam. The interview tasks will focus on vocabulary learning, grammar support, writing feedback, idea generation, reading comprehension, and speaking practice. The data will be analyzed thematically to identify how GenAI can support EFL learning, how teachers can guide students’ use of GenAI, and what classroom principles are needed to prevent passive dependence on AI. The expected findings will contribute to current discussions on AI-enhanced language education by proposing practical principles for effective and responsible GenAI use in EFL classrooms. The study highlights the importance of moving beyond simple restriction toward pedagogically guided integration of GenAI in English language learning.
