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Description
ChatGPT, a generative artificial intelligence (GenAI) tool, has been increasingly employed in English as a Foreign Language (EFL) learning. While previous studies have investigated EFL students’ perceptions and acceptance of ChatGPT in learning English through the Technology Acceptance Model (TAM), little research has documented these among first-year Vietnamese EFL students in English foundation courses. Therefore, this study investigated the perceptions and acceptance of ChatGPT among 142 first-year Vietnamese EFL students in eight English foundation courses at a university in Hanoi, Vietnam. The relationships among the TAM constructs were also examined. A cross-sectional research design was adopted. Data were collected using a revised TAM questionnaire and then analysed using both descriptive statistics and Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings showed that first-year Vietnamese EFL students primarily perceived ChatGPT as easy to use and useful in helping them study English foundation courses. Nevertheless, Actual Use recorded the lowest mean score among the TAM constructs. The results also indicated that Perceived Ease of Use significantly influenced Perceived Usefulness, while Perceived Usefulness positively affected Attitude toward Using and Behavioral Intention. Moreover, Attitude toward Using strongly predicted Behavioral Intention, which, in turn, positively influenced Actual Use. However, the explanatory power of Actual Use was comparatively lower than the other TAM constructs. These findings support the applicability of TAM in explaining first-year Vietnamese EFL students’ perceptions and acceptance of ChatGPT and demonstrate the potential of ChatGPT as a supplementary tool in learning English foundation courses.
Biography
Author: Dang Anh Dung is currently a lecturer at Dai Nam University based in Hanoi, Vietnam. He obtained a Master’s Degree in TESOL and Foreign Language Teaching from the University of Canberra. His research interests include IELTS pedagogy and the integration of educational technology including Generative AI in language learning. Over the past 8 years, he has taught a range of English language courses, including English Communication and IELTS courses at different English language institutions, and been actively involved in various professional academic activities. In May 2025, he presented at the international conference “AI as a catalyst for English Language Education” at the University of Languages and International Studies - Vietnam National University, Hanoi.
Co-author: Huynh Phuong Anh has a Master’s degree in TESOL from the joint program between the University of Canberra and Hanoi University. She is currently a lecturer at the Center for Education, Training and Capacity Advancement for Women (CETCAW), Vietnam Women’s Academy, where she teaches English to beginner levels with a heavy emphasis on preparing students to satisfy the Academy’s TOEIC graduation criteria. Her academic and professional interests lie in technology-enhanced language learning, specifically the use of artificial intelligence to design more engaging, adaptive, and learner-centered English classrooms. Through her teaching and research, she hopes to bridge the gap between educational innovation and practical demands in the Vietnamese classroom.
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