Speaker
Description
The integration of Artificial Intelligence (AI) into higher education necessitates a critical re-evaluation of pedagogical paradigms, particularly within humanities disciplines such as English Language Studies. This study investigates the evolving roles and functions of lecturers as perceived by undergraduate English Language Studies (ELS) students in an AI-pervasive academic environment. Addressing a significant lacuna in current research, the study specifically aims to: (1) identify perceived shifts in lecturers' roles from traditional knowledge providers to "AI navigators"; (2) examine student expectations for lecturer competencies and support in AI-enhanced learning contexts; and (3) explore variations in these perceptions across distinct subfields of English Language Studies (i.e., language skills, linguistics, literature, applied linguistics/ESP, and critical thinking). Employing a mixed-methods sequential explanatory design, data will be collected through quantitative surveys (N=302) and subsequent qualitative semi-structured interviews. The survey instrument will capture perceptions on role changes, AI integration, student expectations, human-centric support, and ethical AI literacy. Qualitative data will provide in-depth insights into these perceptions. This research draws upon the Human-AI Pedagogical Partnership model, the Digital Role Reframing Framework, and Critical AI Literacy perspectives. Anticipated findings can illuminate how students view lecturers as facilitators of human-centered learning, curators of AI-supported content, mentors in critical thinking, and guides for responsible AI use. The study is poised to offer significant contributions by providing empirically grounded pedagogical recommendations for English language educators, informing curriculum development and institutional policy on AI integration, and advancing theoretical understanding of lecturer-AI-student dynamics in higher education.
Biography
My name is Pham Van Thoa, and I currently serve as Head of the English Language Division at Hung Vuong University, Ho Chi Minh City. I hold a Ph.D. in Linguistics from the University of Social Sciences and Humanities, Vietnam National University – Ho Chi Minh City.
My primary area of interest is Cognitive Linguistics, particularly how conceptual structures shape meaning in language. Over the years, I have focused my research on conceptual metaphors, language and thought, and the relationship between linguistic expression and cultural cognition—especially within the Vietnamese context.
In my teaching and curriculum design, I aim to bring a learner-centered approach that bridges linguistic theory with real-world applications. I am committed to supporting my students and colleagues in developing a critical understanding of language as both a system and a social tool.
