Speaker
Description
TAT DUONG KHANH LINH- author
University of Information Technology - Vietnam National University, Ho Chi Minh City, Vietnam
linhtdk@uit.edu.vn
PHAM THI KIEU TIEN
University of Information Technology - Vietnam National University, Ho Chi Minh City, Vietnam
*Corresponding author: tienptk@uit.edu.vn
Abstract
The advent of Artificial Intelligence (AI) has rapidly transformed higher education workflows. Within English language instruction, AI technologies offer significant potential to improve both teaching paradigms and learning outcomes. As a prominent institution specializing in technological innovation, the University of Information Technology (UIT) has proactively incorporated AI tools into its English language program. While existing literature has extensively explored AI applications in broader language education settings, relatively little academic attention has been paid to its specific role in developing oral communication skills, especially for non-English majors within specialized technical universities. This study examines how AI-powered tools are integrated into speaking instruction at UIT, evaluating their pedagogical value, flexibility, and instructional efficacy. A mixed-methods case study design was employed, engaging twenty English lecturers through a comprehensive survey instrument comprising both closed- and open-ended items. Quantitative data were analyzed statistically to derive distributional patterns, while qualitative responses were analyzed thematically to identify recurring pedagogical opportunities and institutional challenges. The empirical findings reveal that generative AI and pronunciation applications significantly optimize lesson preparation, generate structured learning materials, and offer immediate formative feedback. However, critical pedagogical challenges emerged, including student overreliance on automated tools, reduced opportunities for spontaneous interpersonal verbal interaction, and institutional constraints related to software licensing costs and academic integrity. In light of these findings, this study advances tactical recommendations for the strategic implementation of AI tools to enhance English speaking instruction while preserving authentic communicative competence.
Keywords: Artificial Intelligence (AI), Speaking Skills Development, Higher Education, University of Information Technology (UIT), Non-English Majors, Mixed-Methods Research
