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Description
The rapid integration of artificial intelligence (AI) into higher education has reshaped English teaching and learning in Vietnam, offering new opportunities while raising concerns about trust and effectiveness. However, how teachers’ and students’ beliefs about AI are formed, maintained, and adjusted remains underexplored. This study investigates these processes in Vietnamese university contexts using a mixed-methods approach, including questionnaires, interviews, and classroom observations. Quantitative data are analyzed statistically, while qualitative data undergo thematic analysis. Findings show that beliefs are initially shaped by prior experience and perceived usefulness, sustained through continued use, and adjusted based on experiences, peer influence, and institutional factors. The study highlights both increased trust and concerns about overreliance and academic integrity, suggesting the need for pedagogical guidance, AI literacy, and institutional support.
