1

Artificial Intelligence in Language Learning: Vietnamese Students’ Perspectives on using ChatGPT

International Journal of Science and Management Studies (IJSMS)
© 2024 by IJSMS Journal
Volume-7 Issue-4
Year of Publication : 2024
Authors : Le Quoc Hung
DOI: 10.51386/25815946/ijsms-v7i4p115
Citation:
MLA Style: Le Quoc Hung "Artificial Intelligence in Language Learning: Vietnamese Students’ Perspectives on using ChatGPT" International Journal of Science and Management Studies (IJSMS) V7.I4 (2024):113-118.

APA Style: Le Quoc Hung, Artificial Intelligence in Language Learning: Vietnamese Students’ Perspectives on using ChatGPT, International Journal of Science and Management Studies (IJSMS), v7(i4), 113-118.
Abstract:
Artificial intelligence (AI) technologies, such as ChatGPT, are becoming more widely used in language teaching, with the potential to alter learning experiences. This study uses semi-structured interviews with ten Vietnamese English-major students to investigate their perceptions on utilizing ChatGPT for English learning at Nam Can Tho University. The study investigates the perceived advantages and disadvantages of using ChatGPT as a language learning aid. The findings emphasize various benefits that participants reported, including ChatGPT’s capacity to give tailored language practice, instant feedback, and simulated conversational exchanges that improve speaking, listening, and writing skills. Participants like ChatGPT’s accessibility and scalability, which respond to individual learning requirements and preferences, resulting in improved engagement and motivation. However, the report does identify considerable problems. Participants express concern about the accuracy and dependability of ChatGPT’s language outputs, pointing out instances of wrong or culturally insensitive responses. Furthermore, there are concerns regarding over-reliance on AI for language competency development, which could undermine traditional teaching methods and the acquisition of sophisticated language abilities. These findings help to comprehend the complex opinions of Vietnamese students on AI-powered language learning tools such as ChatGPT. The study emphasizes the importance of continual improvement in AI technologies to solve accuracy difficulties and cultural sensitivity. It also calls for balanced integration tactics that capitalize on AI’s benefits while maintaining the pedagogical depth of traditional language teaching approaches.
Keywords: Artificial intelligence, ChatGPT, language learning, educational technology, benefits, challenges, Vietnamese students.
References:
[1] Brown, T. B., Mann, B., Ryder, N., Subbiah, M., Kaplan, J., Dhariwal, P., ... &Amodei, D. (2020). Language models are few-shot learners. arXiv preprint arXiv:2005.14165.
[2] Chen, C. M., Wang, S. Y., & Lai, C. Y. (2020). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 157, 103933. https://doi.org/10.1016/j.compedu.2020.103933
[3] Dede, C. (2010). Comparing frameworks for 21st century skills. 21st Century Skills: Rethinking How Students Learn, 51-76.
[4] Do, T. H. T., Nguyen, T. M. P., & Le, T. M. T. (2021). Rethinking English language education in Vietnam: Opportunities and challenges in the era of international integration. International Journal of Applied Linguistics & English Literature, 10(2), 154-163. https://doi.org/10.7575/aiac.ijalel.v.10n.2p.154
[5] Gao, X., & Zhang, T. (2020). A Study on the Application of Artificial Intelligence in Language Teaching. In 5th International Conference on Education, Management, Arts, Economics and Social Science (EMAESS 2020).
[6] Hsu, C. K., &Ching, Y. H. (2013). Mobile microblogging: Using Twitter and mobile devices in an online course to promote learning in authentic contexts. The International Review of Research in Open and Distributed Learning, 14(4), 126-145. https://doi.org/10.19173/irrodl.v14i4.1561
[7] Lin, Y. T. (2018). AI applications in English language teaching: A literature review. Computer Assisted Language Learning, 31(5-6), 526-547. https://doi.org/10.1080/09588221.2018.1529502
[8] Mandryk, R. L., &Inkpen, K. M. (2020). Supporting students’s literacy through conversational agents: Lessons learned. Journal of Educational Computing Research, 58(2), 410-436. https://doi.org/10.1177/0735633119866972
[9] Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.
[10] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.