Ứng dụng trí tuệ nhân tạo trong dạy học môn Tiếng Anh: Nghiên cứu thực trạng tại một số trường trung học phổ thông công lập Thành phố Hà Nội

Tóm tắt

The rapid development of artificial intelligence (AI), particularly generative AI, is expanding opportunities to support foreign language teaching and learning. However, evidence on the extent of AI use in Vietnamese public high schools remains limited, especially studies that simultaneously examine both teachers and students. This study employed a cross-sectional quantitative survey with descriptive and comparative components, drawing on data from 62 English teachers and 375 students to examine the current use of AI-enabled tools in English language teaching and learning at five public high schools in Hanoi. Data were analysed using descriptive statistics, Cronbach’s α, McDonald’s ω, Welch’s ANOVA, and Games-Howell post hoc tests. The findings indicate that AI-enabled tools were used relatively widely, with ChatGPT, Google Translate, and Gemini among the most frequently selected tools. Teachers reported high levels of awareness, self-assessed competence, facilitating conditions, and perceived effectiveness, whereas their level of AI use in teaching activities remained moderate. Among students, self-assessed competence and conditions for AI use received the highest mean scores, while difficulties, risks, and support needs were rated at a moderate level. Frequency of AI use was associated with awareness, self-assessed competence, and perceived effectiveness; teachers with fewer years of teaching experience tended to use AI more frequently and in more diverse ways. The findings suggest that greater attention should be paid to the quality of AI use, information verification competence, academic integrity, and pedagogically appropriate AI integration.