VietTESOL International Convention 2026

The integration of artificial intelligence tools into primary ELT has gained significant attention globally, yet evidence-based practice in rural Vietnamese contexts remains scarce. This action research study investigates how artificial intelligence tools — specifically generative artificial intelligence and intelligent note-taking platforms — can be purposefully integrated into Grade 3 English lessons to enhance student engagement and learning outcomes. The study spanned one semester across six Grade 3 classes at a rural primary school in Vietnam. A cyclical action research design was adopted, comprising four phases: planning, acting, observing, and reflecting. Artificial intelligence tools were integrated into weekly English lessons to support vocabulary instruction, listening activities, and guided speaking tasks. Data were collected through classroom observation checklists, pre- and post-intervention vocabulary assessments, and student engagement rating scales across all six classes. Findings indicate notable improvements in both dimensions. Student engagement increased markedly following the integrated lessons. Vocabulary retention scores showed a positive trend in the post-intervention assessment. Notably, 14 students qualified for the provincial-level English competition and three students achieved national recognition in the Internet Olympiads of English, suggesting a positive impact on learner motivation and proficiency. The teacher also reported greater confidence in delivering technology-enhanced instruction. This study contributes classroom-level evidence to the discourse on artificial intelligence-enhanced ELT in Vietnamese primary education. It demonstrates that even in resource-constrained, rural settings, artificial intelligence tools can be meaningfully integrated with limited infrastructure. Practical recommendations are offered for primary ELT teachers and school administrators.