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ABSTRACT
This study aims to investigate teachers' and students' perceptions of the application of artificial intelligence (AI) to enhance motivation in English language teaching and learning among high school students. The study was conducted with four English teachers and fifty Grade 10 students at Thuan Hoa High School, Hue city. Data were collected through a questionnaire investigating participants' AI competence, frequency of AI use in English language teaching and learning, and perceptions of AI's effectiveness in enhancing students' learning motivation. Descriptive and inferential statistical analyses were employed to compare teachers' and students' perceptions and examine the relationships among AI competence, AI usage, and learning motivation. The findings indicate that there is no statistically significant difference between teachers' and students' perceptions of AI's effectiveness in enhancing students' motivation to learn English. Furthermore, significant positive correlations were found between AI competence, frequency of AI use, and the perceived motivational benefits of AI in English language teaching and learning. This study contributes to the growing body of research on AI-assisted language education and provides practical implications for integrating AI technologies to foster motivation among high school students in English language classrooms in Vietnam.
Keywords: Artificial intelligence; learning motivation; English language teaching and learning; high school students.
