Speaker
Description
With the rapid adoption of generative AI tools in language learning, understanding how learners’ strategic approaches influence their acceptance and use of these technologies has become increasingly important. This study examined the relationships between language learning strategies and AI acceptance for English learning among Vietnamese EFL students (N = 355) from various universities in Ho Chi Minh City, Vietnam. The Strategy Inventory for Language Learning (SILL) and the adapted Generative AI acceptance for language learning scale were employed as research instruments. Pearson correlation analysis revealed strong positive correlations between all six language learning strategies and AI acceptance, ranging from r = .70 to .74 (all p < .01). However, multiple regression analysis indicated that only Cognitive (β = .26, p = .041) and Compensation Strategies (β = .27, p = .010) made unique significant contributions to predicting AI acceptance, while Memory, Metacognitive, Affective, and Social Strategies were not significant predictors. The findings suggest that Vietnamese EFL undergraduates who frequently employ language learning strategies, particularly cognitive and compensation strategies, tend to show higher acceptance of AI tools for language learning. Implications for integrating AI tools into language instruction and recommendations for future research are discussed.
Biography
Do Quoc Minh Chau (M.A.) is currently a lecturer of English Language at Van Lang Language Institute, Van Lang University. He obtained his Master's Degree in TESOL in 2022 at Ho Chi Minh City University of Technology (HUTECH). He has more than four years of experience teaching at the tertiary level. He is also pursuing a Ph.D. in TESOL at Ho Chi Minh City Open University. His research interests focus on language education, educational psychology, learner motivation, and the integration of artificial intelligence in language learning.
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