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Description
This study examines the role of artificial intelligence (AI) in supporting learner autonomy among English students in public high schools in suburban Hanoi, Vietnam. With the rapid development of AI-powered tools such as chatbots, translation systems, pronunciation apps, and adaptive learning platforms, students now have greater opportunities to learn English independently beyond the classroom.
The study explores how high school students use AI tools to support their English learning, including practicing writing, checking grammar, improving vocabulary, and developing speaking skills. Based on questionnaires and interviews, the findings show that AI can significantly enhance learner autonomy by allowing students to learn at their own pace, receive instant feedback, and access personalized learning support. Many students report that AI tools help them become more independent and confident in their learning process.
However, the study also finds that students’ use of AI is often limited by over-dependence on automatic answers, lack of critical thinking, and insufficient guidance on how to use AI effectively for learning purposes. Some students tend to copy answers without fully understanding them, which may reduce the depth of learning.
Overall, the study concludes that AI has strong potential to promote learner autonomy in English learning, but its effectiveness depends on how it is used. With proper guidance from teachers, AI can become a powerful tool to support independent learning and improve English learning outcomes in high schools.
Keywords: artificial intelligence, learner autonomy, English learning, AI tools, high school students, suburban Hanoi, Vietnam
Biography
Trinh Cong Minh is a lecturer of English at Hanoi Pedagogical University 2. He holds a Bachelor’s degree in English Education and a Master’s degree in Linguistics from Vietnam National University, Hanoi, providing him with a solid academic foundation in language teaching and applied linguistics.
He has over a decade of experience in the field of translation and has also spent two years teaching at a university in China, where he gained valuable international teaching experience and deeper insight into different educational contexts. These experiences have contributed to his professional growth and his understanding of English language education from both local and global perspectives.
Currently, he specializes in English Linguistics, with a particular interest in English language teaching and teacher development in rural contexts. His academic work and teaching practice are closely connected to issues of teacher autonomy and classroom practice in English education, especially in disadvantaged areas.
He is committed to helping students not only improve their English proficiency but also develop a deeper understanding of language and culture. Through his teaching, he aims to empower learners to use English confidently and effectively in academic and global communication contexts.
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