VietTESOL International Convention 2026

Since 2024, many universities in Vietnam have started adapting to new policies regarding the use of Generative Artificial Intelligence (GenAI) in teaching. However, most discussions and guidelines still focus heavily on the public education sector (Cong-Lem et al., 2024). At the same time, private English language centers play a massive role in teaching English to a wide range of learners in Vietnam. Despite their importance, these private centers currently lack clear guidelines on how to use AI properly.

This study looks at how using GenAI has changed the daily workload of English teachers in Vietnam's private sector. Based on the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006), this qualitative research uses surveys and interviews to understand teachers' real experiences. The main goal is to see if teachers feel that AI helps reduce, changes the nature of, or actually increases their workload in a fast-paced environment without clear rules. Ultimately, these findings hope to contribute to the ongoing discussions about how to effectively and ethically use AI in language education (Vo & Huynh, 2025).

References
Cong-Lem, N., Tran, T. N., & Nguyen, T. T. (2024). Academic integrity in the age of generative AI: perceptions and responses of Vietnamese EFL teachers. Teaching English with Technology, 24(1), 28-47. https://doi.org/10.56297/FSYB3031/MXNB7567

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108, 1017-1054. http://dx.doi.org/10.1111/j.1467-9620.2006.00684.x

Vo, L., & Huynh, N. (2025). Vietnamese EFL Teachers' Perspectives on ChatGPT: A Conceptual Metaphor Analysis. Arab World English Journal, 16(1), 162-178. https://dx.doi.org/10.24093/awej/vol16no1.10