Examining the Impact of AI-Assisted Preparation on Vietnamese EFL Learners' Willingness to Communicate in English

Abstract

Recent developments in artificial intelligence (AI) have enhanced its ability to support learners’ spoken communication. However, research on the viability of text-based chatbots as aids for speaking preparation remains limited. The study aims to investigate whether a ChatGPT-supported preparation process for speaking enhances 42 Vietnamese English-major students’ willingness to communicate (WTC) in spoken English during a classroom session and to explore its benefits and challenges. Using a mixed-methods design with surveys and thematic analysis, the study found that students’ WTC improved significantly after the ChatGPT-assisted preparation process. However, no significant correlation was identified between students’ post-WTC and post-survey self-confidence. Despite having concerns about AI-generated content, students mostly utilized ChatGPT for brainstorming and language assistance. Additionally, idea quality and language usage were perceived to be enhanced after using AI. These findings highlight the potential of AI as a complementary learning tool to support spoken communication, with teacher guidance and support.

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