English Majors’ and Non-English Majors’ Perceptions and Readiness For AI-Assisted Learning in English Language Courses: An Exploratory Study

Abstract

This mixed-methods study aims to investigate the perceptions and readiness for AI-triggered English learning across 40 first-year English majors and 40 first-year non-English majors at HUFLIT University, Vietnam. The quantitative findings reported strong evidence of PU, PEOU, and BI, implying substantial readiness for AI integration. Qualitative findings were more homogeneous and demonstrated five overarching themes: the convenience and accessibility of integral enabling factors; digital literacy and confidence; hindrance factors, including accuracy concerns and over-reliance; a need for institutional support and ethical guidelines; and a desire for better AI functionality. The results indicate that AI readiness at the first-year level depends more on digital exposure and institutional support than on a student’s academic major. The research provides empirical substance from a little-studied Vietnamese higher education setting and highlights the importance of integrating AI-related policies that are pedagogically justified and ethically responsible.

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