Behavioral research on AI as a tool for supporting English learning in first-year students

https://doi.org/10.31130/ud-jst.2025.23(8C).443

Abstract: 2192 | PDF: 1365

##plugins.themes.academic_pro.article.main##

Author

  • Nguyen Thi Ngoc Anh
    The University of Danang - University of Foreign Language Studies, Vietnam
    Tran Nhat Vy
    The University of Danang - University of Foreign Language Studies, Vietnam

Keywords:

AI
English learning
first-year students
learning behavior

Abstract

In the context of rapid digital development, artificial intelligence (AI) has been increasingly applied in education, particularly in English learning. This study investigates the AI usage behaviors of first-year students at Vietnamese universities, focusing on their perceptions, purposes, advantages, and limitations. The research mainly employs a qualitative approach through secondary data analysis. Findings indicate that students frequently use tools such as ChatGPT, ELSA Speak, and Google Translate to practice pronunciation, writing, and vocabulary building. AI offers significant benefits, including convenience, personalization, and language skill improvement. However, its use remains spontaneous and lacks proper guidance, posing risks of dependency and negatively affecting critical thinking as well as self-learning abilities. The study recommends that lecturers and institutions provide orientation and guidance to help students apply AI effectively and responsibly, thereby maximizing the educational benefits of technology.

References

    [1] Ministry of Education and Training, National Foreign Language Project 2020. Hanoi, 2014.
    [2] H. Yu, “The application and challenges of ChatGPT in educational transformation: New demands for teachers' roles”, Heliyon, vol. 10, no. 2, 2024, https://doi.org/10.1016/j.heliyon.2024.e24289
    [3] L. N. T. Phuong, “Applying artificial intelligence to English learning among students at Vinh University of Technology Education: Challenges and solutions”, Journal of Education, vol. 319, no. 2, pp. 28–29, 2024.
    [4] V. T. Linh, “A study on applying Elsa software to improve pronunciation for students at the University of Education, Vietnam National University, Hanoi”, Journal of Educational Equipment: Applied Research, vol. 2, no. 311, 2024.
    [5] T. Wang, B. D. Lund, A. Marengo, A. Pagano, N. R. Mannuru, Z. A. Teel and J. Pange, “Exploring the potential impact of artificial intelligence (AI) on international students in higher education: Generative AI, chatbots, analytics, and international student success”, Applied Sciences, vol. 13, no. 11, p. 6716, 2023.
    [6] Y. Li, S. Qu, J. Shen, S. Min, and Z. Yu, “Curriculum-Driven EduBot: A framework for developing language learning chatbots through synthesizing conversational data”, arXiv preprint arXiv:2309.16804, Aug. 3, 2024. https://doi.org/10.48550/arXiv.2309.16804
    [7] N. T. L. Quynh, N. T. N. Anh, D. T. Q. Hoa, and T. T. Quynh, “Perceptions of using ChatGPT as a learning and research support tool among students at the University of Foreign Language Studies – The University of Danang”, The University of Danang - Journal of Science and Technology, vol. 22, no. 5, pp. 64–68, Jun. 2024.
    [8] V. N. T. Trang and H. T. Nguyen, “The impact of artificial intelligence tools on English-majored students’ self-study at the University of Foreign Language Studies – The University of Danang”, The University of Danang - Journal of Science and Technology, vol. 22, no. 5B, pp. 7–10, 2024.
    [9] L. Chen, P. Chen and Z. Lin, “Artificial Intelligence in Education: A Review”, IEEE Access, vol. 8, pp. 75264-75278, 2020. 10.1109/ACCESS.2020.2988510
    [10] M. Montenegro-Rueda, J. Fernández-Cerero, J. M. Fernández-Batanero, and E. López-Meneses, “Impact of the implementation of ChatGPT in education: A systematic review”, Computers, vol. 12, no. 8, p. 153, 2023, https://doi.org/10.3390/computers12080153
    [11] B. T. Tai and N. M. Tuan, “A study on the impact of artificial intelligence in education on students’ learning activities”, Journal of Education, pp. 6–11, 2024. [Online]. Available: https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/1863. [Accessed June 07, 2025].
    [12] T. T. C. Thai, “Attitudes and expectations of English pedagogy students towards ChatGPT: A case study at Hanoi National University of Education”, Journal of Education, vol. 23, no. 10, pp. 51–56, 2023.
    [13] N. Selwyn, “Should robots replace teachers? AI and the future of education”, British Journal of Educational Technology, vol. 50, no. 6, pp. 3013–3024, 2019.
    [14] T. G. Smith, M. Olsson, and K. O. Lim, “AI in education: Evidence from a physics course”, arXiv preprint arXiv:2309.03087, Sep. 2023. https://doi.org/10.48550/arXiv.2309.03087
    [15] N. T. Phuoc, “Using ChatGPT as a support tool in teaching and learning in the communication field”, Journal of Science, Hong Bang International University, vol. 25, pp. 95–100, 2023, https://doi.org/10.59294/HIUJS.25.2023.507
    [16] H. Chelghoum and A. Chelghoum, “Artificial Intelligence in Education: Opportunities, Challenges, and Ethical Concerns”, Journal of Studies in Language, Culture and Society (JSLCS), vol. 8, no. 1, pp. 1–14, 2025.
    [17] D. T. M. Hanh and T. V. Hung, “Artificial intelligence in education: Opportunities and challenges for the future of teaching and learning at universities”, University of Danang - Journal of Science and Technology, vol. 19, no. 2, pp. 38–42, 2021.
    [18] B. D. Ikhtiyorovna, “Revolutionizing Language Learning: The Role of Artificial Intelligence in Mastering English”, International Journal of Scientific Trends, vol. 1, no. 4, 2025.
Read more

##plugins.themes.academic_pro.article.sidebar##

Published

Aug 31, 2025
Download
PDF (Tiếng Việt)
How to Cite
Anh, N. T. N., and T. N. Vy. “Behavioral Research on AI As a Tool for Supporting English Learning in First-Year Students”. The University of Danang - Journal of Science and Technology, vol. 23, no. 8C, Aug. 2025, pp. 51-54, doi:10.31130/ud-jst.2025.23(8C).443.

##plugins.themes.academic_pro.article.details##