Speaker
Description
The rapid integration of artificial intelligence (AI) technologies into language education has created new opportunities for learners to practice speaking independently and regulate their own learning processes. Despite the increasing use of AI-powered tools in English language learning, limited research has examined how AI-assisted self-regulated learning strategies relate to learners’ confidence in their speaking ability. This study investigates the relationship between AI-assisted self-regulated learning strategies and speaking self-efficacy among Vietnamese EFL university students. Adopting a quantitative correlational design, the study surveyed approximately 100 undergraduate students at a private university in Vietnam. In this study, AI tools refer to generative AI platforms and AI-powered speaking applications that students use to support their speaking practice, including idea generation, pronunciation feedback, and interactive speaking activities. Data were collected through two Likert-scale questionnaires measuring students’ use of AI-assisted self-regulated learning strategies (e.g., goal setting, self-monitoring, and self-reflection) and their speaking self-efficacy beliefs. Descriptive statistics, reliability analysis, and Pearson correlation analysis were conducted using SPSS to examine the relationship between the variables. The findings indicate a significant positive relationship between students’ use of AI-assisted self-regulated learning strategies and their speaking self-efficacy. Learners who reported higher levels of self-regulatory engagement when using AI tools also demonstrated stronger confidence in their speaking performance. The study suggests that AI-assisted learning environments may play an important role in supporting learner autonomy and strengthening learners’ psychological readiness for speaking in EFL contexts.
Biography
Hoàng Thế Hải Nguyên is an English language educator and researcher based in Vietnam. His professional interests lie in English language teaching, technology-enhanced language learning, and learner autonomy in EFL contexts. He has experience teaching English to university students and is interested in exploring innovative approaches that support students’ independent learning and speaking development.
His current research focuses on the integration of artificial intelligence (AI) in English language learning, especially the role of AI-assisted tools in supporting self-regulated learning and enhancing students’ confidence in speaking. He is interested in how AI-powered platforms can provide learners with opportunities for personalized practice, feedback, and interactive speaking activities outside the classroom. Through his research, he aims to better understand how technology can facilitate learner autonomy and improve speaking outcomes among Vietnamese EFL university students. He believes that emerging technologies such as generative AI can play an important role in creating more flexible and engaging learning environments for students in higher education.
| Affiliate type | University |
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