Speakers
Description
The rapid emergence of Artificial Intelligence (AI) in English language teaching has transformed the dynamics of feedback and interaction in EFL classrooms. Beyond its well-documented role in improving linguistic accuracy and writing fluency, AI-mediated feedback holds promise for shaping learners’ effective and communicative dimensions, particularly their Willingness to Communicate (WTC). Grounded in constructivist theory, which views learning as an active, self-regulated process of meaning-making through social interaction (Vygotsky, 1978; Piaget, 1985), this literature review examines how AI-mediated feedback can function as a scaffold that supports learners’ communicative competence, confidence, and autonomy. Synthesizing findings from recent studies (e.g., Su et al., 2025; Chen, 2024; Yang & Kyun, 2022; Taheri et al., 2025; Jin et al., 2025), the review explores how AI tools—such as conversational chatbots, pronunciation tutors, and automated feedback systems—facilitate experiential and reflective learning processes that enhance WTC. However, despite growing interest in AI-assisted language learning, research remains limited regarding how feedback generated by AI shapes learners’ effective engagement, classroom interaction, and self-perceived communicative agency. This paper proposes an integrative framework linking AI-mediated feedback, learner autonomy, and WTC through a constructivist lens, highlighting implications for pedagogical design and future inquiry in technology-enhanced EFL education.
Keywords: AI-mediated feedback, constructivist theory, willingness to communicate, EFL education, learner autonomy, technology-enhanced learning
Biography
Thao Phan teaches and conducts research in the field of English language education in Vietnam. Her teaching areas include interpreting and translation, as well as English for Specific Purposes (ESP). She is currently serving as the President of Thanh Do University in Hanoi, Vietnam. She has been actively involved in delivering teacher professional development courses, with a particular focus on technology-enhanced education. Thao earned her PhD from Queensland University of Technology, Australia, in 2015 and was conferred the title of Associate Professor in 2022. Her research interests include learner autonomy, language teaching methodology, the integration of ICT in language education, curriculum development, and teacher education.
Huyen Dinh has been teaching English as a Foreign Language (EFL) since 2008. She is currently an English lecturer at Thanh Do University, where she works with students across a wide range of proficiency levels. Her teaching specialization is in academic writing for English language learners. She earned her MA in TESOL from Hanoi University. Her research interests include group dynamics and the integration of ICT in language education
Van Anh Nguyen is a dedicated English lecturer with over five years of experience in higher education, specializing in teaching English to non-native speakers. Holding a Master of Arts degree in English. Her passion lies in helping students develop strong communication skills and cultural understanding. She is adept at designing curriculum, assessing student progress, and incorporating innovative teaching methodologies to cater to diverse learning styles
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