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Description
The transition to higher education requires freshmen to develop autonomous learning habits, particularly self-study defined as a self-directed process where students take primary responsibility for planning, monitoring, and evaluating their own learning. However, managing academic time remains a significant challenge for new students. This study investigates how technology can alleviate this pressure by exploring the attitudes, perceived benefits, and challenges of first-year English majors at Tay Nguyen University regarding the use of AI tools (such as ChatGPT and Gemini) for constructing self-study schedules. Utilizing a mixed-methods research approach, quantitative data were collected from the entire population of two intact first-year English-major classes from the K2025 cohort through a structured questionnaire distributed via Google Forms. To gain deeper qualitative insights, semi-structured interviews were further conducted with 15 student volunteers selected from these two classes. The findings reveal a generally positive attitude among freshmen toward AI-assisted study planning, highlighting its effectiveness in organizing complex academic tasks, reducing stress, and enhancing time management. However, the results also indicate certain challenges, including a prevalent lack of prompting skills and concerns over the reliability of AI-generated content. Based on these insights, the study implies that successful AI-assisted integration requires not only personal judgment but also structured pedagogical support. Among the
practical outcomes, the study provides a comprehensive list of useful prompting skills tailored for both learners and educators to maximize AI efficiency and effectively close the execution gap in independent learning routines.
Keywords: AI tools, self-study, study planning, prompting skills, Tay Nguyen University.
AI tools, self-study, study planning, prompting skills, Tay Nguyen University.
Biography
Bui Thi Anh and co-author Tran Quang Anh are English Linguistics graduates from Tay Nguyen University, Vietnam, collaborating on AI-assisted language learning to optimize student self-study routines. Their research project is conducted under the professional guidance of Dr. Le Thi Hong Van, an English lecturer at Tay Nguyen University. She earned her Doctorate in TESOL from the University of Central Florida, USA, in 2021. Her research interests include strength-based teaching, oral communication, instructional technology, language skill development for English learners, and ESL/EFL teacher education. Dr. Le has received numerous national and international awards and fellowships for her academic achievements and community services in professional development, including the TESOL Albert H. Marckwardt Travel Grant for her outstanding contributions to regional, national, or international ESL/EFL organizations. Her email address is lthvan@ttn.edu.vn.
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