VietTESOL International Convention 2026

The increasing use of AI-powered technologies in English language education has created new opportunities and challenges for L2 writing instruction in Vietnamese high schools. As Vietnam gradually moves toward a more ESL-oriented educational environment, understanding students’ perceptions of AI-assisted writing tools has become increasingly important for effective technology integration in language teaching and learning. This study investigates Vietnamese high school students’ perceptions of AI-assisted writing tools in improving English writing skills, focusing on perceived attractiveness, motivation, and effectiveness. An explanatory sequential mixed-methods design was employed. Quantitative data were collected through an online questionnaire administered to 180 Grade 11 students at a Vietnamese high school, followed by semi-structured interviews with 10 purposively selected participants to further explain the survey findings. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings revealed that students generally held moderately positive perceptions toward AI-assisted writing tools. Participants reported that AI technologies were beneficial for grammar correction, vocabulary development, idea generation, organization, and writing efficiency. Students also perceived AI tools as accessible and motivating, particularly in reducing writing anxiety and increasing confidence during writing tasks. However, concerns emerged regarding over-reliance on AI, inaccurate feedback, and limited long-term improvement in independent writing ability. The study highlights the need for pedagogically responsible AI integration in English writing instruction and suggests that AI-assisted tools should complement rather than replace teacher guidance in Vietnamese secondary education.