Speakers
Description
As Vietnam transitions English from a foreign to a second language (ESL), the ability to clearly convey meaning in spoken communication becomes a fundamental necessity. Ludwig Wittgenstein famously posited, "The limits of my language mean the limits of my world." For A1-B1 learners, however, their "worlds" are severely constrained by speaking anxiety. This study reveals that their reluctance to communicate is significantly amplified by the fear of negative evaluation.To empower learners in this new ESL landscape, technology integration is crucial. Yet, scant research compares how the nature of delivery—human criticism versus AI neutrality—impacts learner inhibition. Specifically, the optimal integration of these sources remains underexplored.This study examines the psychological impact of feedback sources to construct an effective blended learning model. A sequential mixed-methods design (N=209 surveys; 14 in-depth interviews) was employed.Phase 1 identified multiple anxiety triggers; however, in-depth interviews revealed that the anticipation of harsh teacher evaluation is the specific pedagogical barrier deterring future practice. Conversely, Phase 2 demonstrated that AI encourages a "trial-and-error" mindset by offering a non-judgmental environment for foundational practice, allowing learners to safely expand their linguistic limits. Learners, however, asserted that AI cannot replace teachers, who remain indispensable for ESL proficiency assessment and high-stakes exam strategies (e.g., IELTS, VSTEP).The study proposes a complementary framework: leveraging AI for high-frequency, low-stakes drilling to build confidence, while reserving teachers for strategic guidance. This division minimizes psychological barriers, ultimately helping learners broaden their linguistic boundaries.
Biography
Doan Vu Minh Hien is a dedicated educational practitioner and an MA student in English Language at the School of Foreign Languages, Can Tho University, Vietnam. Alongside her academic journey, she actively works as a freelance English teacher, a role that provides her with practical insights into the diverse challenges faced by language learners.
Her primary research interests center on English as a Foreign Language (EFL) teaching methodology and the practical application of technology and Artificial Intelligence (AI) in teaching and supporting students. Furthermore, Hien is deeply invested in researching student psychology to thoroughly understand learners' mental states and cognitive barriers. By exploring the psychological aspects of learning, she aims to develop highly tailored teaching methods and pedagogical approaches that effectively cater to different profiles of students.
Currently, her research endeavors focus on the intersection of these fields: addressing psychological barriers like speaking anxiety among lower-proficiency learners by synergizing AI-generated feedback with traditional human teacher evaluation. By understanding what students truly need, she seeks to construct safe, low-stakes practice environments that foster learner autonomy and confidence. As an emerging researcher, Hien aspires to bridge the gap between psychological theory, teaching methodology, and technological application in the modern classroom.
| Affiliate type | University |
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