VietTESOL International Convention 2026

Artificial intelligence tools such as ChatGPT have recently been increasingly integrated into language education. This study explored the use of ChatGPT in enhancing intercultural competence among English-majored students at University of Foreign Language Studies – The University of Danang. Specifically, it investigated students’ usage practices, influencing factors, and perceived benefits and challenges. A sequential explanatory mixed-methods design was employed with 200 English-majored students. Quantitative data were collected through questionnaires, followed by structured interviews to further explain and triangulate the findings. The findings revealed that students actively used ChatGPT in coursework involving cultural topics. Based on Deardorff’s Process Model, students demonstrated positive attitudes toward cultural diversity, improved cultural knowledge and understanding, and developed intercultural skills such as empathy and cultural awareness. However, external intercultural outcomes remained limited due to the lack of authentic intercultural interaction. From the perspective of the UTAUT model, Performance Expectancy and Effort Expectancy were identified as the most influential factors affecting students’ use of ChatGPT. Students also reported several benefits, including quick access to global cultural information, deeper understanding of cultural values, and improved analytical skills. Nevertheless, concerns regarding the accuracy and cultural sensitivity of ChatGPT-generated content were also noted. Overall, the study highlights the potential of ChatGPT as a supportive tool for promoting intercultural competence in EFL contexts.