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Le Thuc Anh Pham, University of North Carolina at Chapel Hill, United StatesAbstract
The rapid advancement of artificial intelligence (AI) has introduced transformative tools for language teaching, offering personalized learning pathways, automated feedback, and enhanced engagement. Despite these benefits, it is noticeable that Vietnamese higher education ESL teachers often hesitate to integrate AI-powered tools into different phases of their pedagogy. This study investigates the barriers that deter ESL instructors from adopting AI-driven technologies. Drawing on an anonymous survey with participants from universities in Vietnam, and a review of existing literature, the findings reveal key challenges, including limited familiarity with AI tools (1), concerns over reliability (2), perceived threats to teaching autonomy (3), and uncertainty about pedagogical alignment (4). Additionally, the study explores how institutional support and professional development opportunities influence adoption rates. It emphasizes the need for tailored professional development programs and robust departmental support systems to encourage the use of technology in ESL teaching. By addressing these barriers, this paper lays a foundation for future research on actionable strategies to promote the effective integration of AI-powered tools in ESL education. The study contributes to the growing discourse on educational AI by offering actionable insights for educators to enhance teaching practices, policymakers to design supportive policies, and technology developers to create user-friendly tools tailored to ESL contexts.
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Conference: ACEID2025Stream: Teaching Experiences
This paper is part of the ACEID2025 Conference Proceedings (View)
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To cite this article:
Pham L. (2025) Exploring the Reasons Why Higher Education ESL Teachers in Vietnam Hesitate to Adopt AI-Driven Technology Into Their Teaching ISSN: 2189-101X – The Asian Conference on Education & International Development 2025 Official Conference Proceedings (pp. 729-740) https://doi.org/10.22492/issn.2189-101X.2025.56
To link to this article: https://doi.org/10.22492/issn.2189-101X.2025.56
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