Generative AI in Online English Learning: A Qualitative Case Study of Non-English-Major Students in a Vietnamese Blended-Learning Environment
DOI:
https://doi.org/10.54855/callej.262727Keywords:
Generative Artificial Intelligence; Self-regulated Learning; Online Learning; Technology Acceptance ModelAbstract
The worldwide adoption of generative artificial intelligence (GenAI) has created new possibilities for English language learning, yet limited research has examined how non-English-major students engage with GenAI in blended online environments in Vietnam. Grounded in the Technology Acceptance Model (TAM), this qualitative case study investigates students’ perceptions and actual use of GenAI in learning English at a Vietnamese university. Data were collected through focus group interviews with 30 students, analysis of chat histories from 23 students, and semi-structured interviews with 8 lecturers. The findings indicate generally positive perceptions of GenAI in terms of perceived usefulness, ease of use, and learning engagement, while also revealing challenges related to AI literacy, feedback reliability, and the absence of clear institutional guidelines. Importantly, the results highlight a tension between learning support and overreliance on AI-generated content, suggesting implications for self-regulated learning (SRL) in blended contexts. The outcomes of this study are expected to contribute to a better understanding of how GenAI is integrated into English language learning and offer practical implications for educators and technology developers aiming to enhance AI-supported language education.
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