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Abstract
Artificial intelligence (AI) is reshaping language education by creating innovative opportunities to enhance English teaching and learning in early childhood education. Despite its growing adoption, empirical evidence on AI integration in preschool English teaching in Vietnam remains limited. This study aims to investigate the current practices of integrating AI into preschool English teaching and propose practical recommendations for its effective implementation. A mixed-methods approach was employed, combining questionnaire surveys and classroom observations conducted in three preschools in Tra Vinh Ward, Vinh Long Province, Vietnam. The participants included 56 preschool teachers and educational administrators. Quantitative data were analyzed using descriptive statistics, while qualitative data from classroom observations were used to complement and interpret the survey findings. The results indicate that teachers and administrators generally recognize the educational potential of AI and demonstrate positive attitudes toward its integration into English teaching. Among the AI tools most frequently used are ChatGPT and Gemini for lesson planning and activity design, Canva AI for creating visual learning materials, CapCut AI for producing educational videos, and ElevenLabs for generating English audio resources and pronunciation models. These tools contribute to improving lesson preparation, enriching multimodal learning resources, and increasing children's engagement in English learning activities. Nevertheless, AI integration remains constrained by limited AI literacy, insufficient professional development opportunities, inadequate digital infrastructure, and concerns regarding ethical and age-appropriate AI use. Based on these findings, the study recommends strengthening teacher professional development, establishing pedagogical guidelines for AI integration, and enhancing institutional support to promote responsible AI use in preschool English classrooms. The study provides empirical evidence for AI-supported preschool English teaching and offers practical implications for TESOL, teacher education, and curriculum development in early childhood education.
Keywords: artificial intelligence, preschool English teaching, AI literacy, TESOL, teacher professional development
