Speaker
Description
As AI become increasingly embedded in educational technologies, English learning apps promise personalized, flexible, and engaging experiences. This study examines how university students in Vietnam utilize mobile English learning applications that incorporate AI-enhanced features. Based on the theoretical foundations of mobile-assisted language learning, the main objective of this research was to explore four questions including (1) the extent of students’ use of such apps; (2) the most commonly used platforms; (3) students’ perceptions of the apps’ effectiveness; and (4) factors shaping learner preferences or resistance. Data were collected from 289 non-English major students through a structured questionnaire that included both closed- and open-ended items. The analysis revealed that over 80% of respondents use English learning apps, with Duolingo, ELSA Speak, 4English, and Cake being the most predominant. Even though most students perceived these tools as moderately to highly effective, their evaluations varied depending on factors such as accessibility, personalization, gamification elements, and feedback quality. Especially, students appreciated the flexibility and affordability of these apps but expressed concerns regarding disturbing advertisements, limited feedback, and motivational decline over time. The study highlights the experiences of learners in AI-mediated language environments and calls for more pedagogical grounded app designs that balanced autonomy, engagement, and instructional support.
Biography
Nguyễn Thị Ngọc Hạnh is a PhD candidate in English Language Teaching at Can Tho University, Vietnam. Her research focuses on metacognitive listening instruction, language anxiety, teacher cognition, and the integration of AI in EFL classrooms, particularly for non-English major students. With over fifteen years of experience as a university lecturer, she developed a strong interest in learner-centered pedagogy and classroom-based listening instruction.
