International Journal of Science and Management Studies (IJSMS) E-ISSN: 2581-5946
DOI: 10.51386/25815946/ijsms-v7i4p115
Volume: 7 Issue: 4 July to August 2024 https://www.ijsmsjournal.org
Artificial Intelligence in Language
Learning: Vietnamese Students’
Perspectives on using ChatGPT
Le Quoc Hung1
1Bachelor, Faculty of Foreign Languages,Nam Can Tho University, Vietnam
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
I. INTRODUCTION
The incorporation of artificial intelligence (AI) technologies into education has transformed traditional
learning paradigms, providing innovative tools to improve learning experiences across multiple disciplines
(Dede, 2010; Means et al., 2009). In the field of language education, AI-powered applications have the potential
to alter how languages are taught and learned, with ChatGPT serving as a significant example. ChatGPT,
developed by OpenAI, uses deep learning algorithms to generate human-like text responses to input prompts
(Brown et al., 2020).
ChatGPT has various potential advantages as a learning tool for English language learners. It offers
tailored language practice, rapid feedback, and the capacity to model conversations in real time, all of which can
help students improve their speaking, listening, and writing skills (Mandryk and Inkpen, 2020; Lin, 2018).
Furthermore, its accessibility and scalability make it a dynamic tool capable of meeting individual learning
requirements and preferences, thus enhancing student engagement and motivation (Chen et al., 2020; Hsu
&Ching, 2013).
However, in addition to its benefits, integrating ChatGPT into language learning environments brings a
number of problems. Critical factors to examine are language output correctness, cultural and linguistic nuances,
and the necessity for tailored learning experiences (Gao & Zhang, 2020; Vygotsky, 1978). Furthermore,
concerns about over-reliance on AI for language competency development and its impact on traditional teaching
methods should be investigated (Do et al., 2021).
In the context of Vietnamese higher education, where English competence is critical for academic and
professional success, understanding how students perceive and use ChatGPT is essential. This study looks into
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) Page 113
International Journal of Science and Management Studies (IJSMS) E-ISSN: 2581-5946
DOI: 10.51386/25815946/ijsms-v7i4p115
Volume: 7 Issue: 4 July to August 2024 https://www.ijsmsjournal.org
the viewpoints of Nam Can Tho University’s Vietnamese English-major students on using ChatGPT to learn
English. By investigating students’ attitudes, preferences, and experiences using ChatGPT, this study hopes to
provide empirical insights into its effectiveness as a language learning tool, addressing both its potential benefits
and inherent limitations.
This study fits into the larger discussion of AI in education, educational technology adoption, and
language learning pedagogy. It contributes to the continuing discussion about AI’s transformative potential in
language teaching (Chen et al., 2020; Lin, 2018; Mandryk and Inkpen, 2020; Means et al., 2009). The purpose
of this study is to inform effective integration strategies and pedagogical practices by investigating how AI
technologies such as ChatGPT can improve language learning experiences while taking into account the
intricacies and nuances of educational settings.
II. METHODOLOGY
2.1. Participants
Ten English-majored students from Nam Can Tho University in Vietnam participated in this study,
selected based on their willingness to engage in semi-structured interviews. The sample included a diverse
representation across gender and academic year, ensuring varied perspectives on the use of ChatGPT for
learning English. Participants were recruited through voluntary participation and were informed about the
study’s objectives and the confidentiality of their responses to encourage candid feedback.
2.2. Instrument and Data collection
Semi-structured interviews were the primary technique of data collection, allowing for a thorough
examination of participants’ perspectives of ChatGPT as an aid for learning English. The interviews were
intended to elicit information about the advantages and disadvantages of using ChatGPT. Participants were
specifically questioned about their experiences using ChatGPT to improve language abilities like speaking,
listening, and writing. They also talked about how effective ChatGPT is in providing tailored language practice
and fast feedback.
During the interviews, participants offered their perspectives on the issues they faced, such as worries
regarding the correctness and dependability of ChatGPT’s language outputs, as well as cultural and linguistic
differences. They also talked about the risks of employing ChatGPT, including potential over-reliance on AI and
the influence on traditional language teaching approaches. The interviews were designed to collect nuanced
perspectives, including participants’ overall perceptions of ChatGPT as a learning tool and recommendations for
its effective use in educational settings.
Each semi-structured interview lasted about 30-45 minutes and was conducted separately to allow for
concentrated conversations while maintaining the confidentially of participants’ responses. Audio recordings of
the interviews were created with the participants’ permission to ensure accurate representation of their
perspectives. The interview data were transcribed verbatim and examined thematically to uncover common
themes about the benefits and challenges of utilizing ChatGPT for language acquisition. This method gave a
thorough knowledge of participants’ opinions and experiences with ChatGPT, revealing unique insights into its
potential as an educational tool in the context of Vietnamese higher education.
III.FINDINGS AND DISCUSSION
To determine this outcome, the data from the semi-structured interview is required, and the answers
were explored through some questions from the semi-structured interview:
Participants take proactive approaches to learning using ChatGPT, stressing how paying attention to
information, applying independently, and avoiding plagiarism may help improve English proficiency. They find
ChatGPT useful for producing ideas, extending knowledge, and problem solving, and exhibit a strong desire to
continue using it because of its ease. One prominent advantage highlighted by participants is the convenience
and efficiency offered by ChatGPT. They emphasize its ability to provide quick access to information, expand
their knowledge base, and facilitate the generation of ideas and solutions. Participant responses indicate that
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) Page 114
International Journal of Science and Management Studies (IJSMS) E-ISSN: 2581-5946
DOI: 10.51386/25815946/ijsms-v7i4p115
Volume: 7 Issue: 4 July to August 2024 https://www.ijsmsjournal.org
ChatGPT serves as a valuable tool that supports learning without the constraints typically associated with
traditional methods. Participant 1 said:
“I think Yes, because if you pay attention, observe the content carefully, apply it to your own
ability, and do not copy, your English level will improve.”
“I find learning English using ChatGPT very convenient. It can help me have more ideas,
expand my knowledge, and come up with more reasonable solutions.”
“Yes, I want to continue using ChatGPT to learn English in the future because of its
convenience.”
Furthermore, participants expressed a belief that their English language skills have improved through
the use of ChatGPT. They noted its capabilities in grammar checking and its reliance on reliable sources for
information. Participants highlighted how ChatGPT streamlines lessons by focusing on essential content,
thereby enhancing the accuracy and effectiveness of their learning experiences. They said:
“I believe that my English skills improved as a result of using ChatGPT. ChatGPT often gives
answers based on reliable references, and using the information in those references always
helps me improve my skills.”
“Using ChatGPT for learning English is a beneficial way to approach English, but compared
to traditional methods, exploiting all the potential of ChatGPT is much more difficult.”
“I have high expectations for ChatGPT’s development and what it can do in the future. I’ll
continue to use ChatGPT in my English learning process.”
“Yes, I think that ChatGPT helps me improve my English level because it can check the
grammar of the English sentence when setting up the command.”
“Using ChatGPT to learn English will be faster than traditional learning methods. However,
sometimes this leads to the unconvenience of knowledge.”
“I really prefer to continue ChatGPT for future English learning.”
“I see my English level improving when using the GPT chat learning method. We will learn
more and more accurately because GPT chat has removed unnecessary parts of the lesson we
are learning.”
“The method of learning English using ChatGPT is quite interesting; they will synthesize what
we need quickly without taking too much time.”
“I will continue to use GPT chat in the future for my English learning; it has many benefits,
for example, convenience, cost, and time savings.”
Another significant benefit identified by participants is ChatGPT’s role as a supportive learning
companion. They appreciate its continuous interaction and assistance in answering questions, as well as its
ability to provide tailored content that meets their specific learning needs. However, participants also
acknowledged the importance of integrating ChatGPT with traditional learning methods such as reading,
writing, and speaking practice to achieve comprehensive language proficiency.
Looking forward, participants expressed optimism about ChatGPT’s future development and its
potential to simulate native speaker conversations more accurately. They anticipate advancements that could
capture emotional nuances and improve conversational speed, which they believe would further enhance their
language learning experiences. They said:
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) Page 115
International Journal of Science and Management Studies (IJSMS) E-ISSN: 2581-5946
DOI: 10.51386/25815946/ijsms-v7i4p115
Volume: 7 Issue: 4 July to August 2024 https://www.ijsmsjournal.org
“Yes, I believe my English level has improved through using ChatGPT. I learn fixed sentences
in communication, such as vocabulary and grammar, and in addition, I can also learn
knowledge and information through ChatGPT.”
“I feel ChatGPT can provide continuous interaction, support learners in answering questions
and practicing, and provide appropriate content, but unlike traditional methods, learning with
ChatGPT needs to be combined with other methods. like reading, writing, and practicing
listening and speaking to achieve the best results.”
“I will continue to use ChatGPT to learn English in the future because it helps me a lot in the
learning process.”
“I think ChatGPT can improve my English proficiency, but to a certain extent, to
communicate and totally understand what native speakers mean, I think ChatGPT needs to be
improved in the future. Example: In real life, the talk speed of native speakers is so fast, and
when they talk, they are also emotional, so ChatGPT can’t do that.”
“ChatGPT is so smart. It has a lot of new methods that can help us approach different ways of
learning English to achieve better results than learning English using traditional methods.
Why do I say that? Because you can see that, ChatGPT can intimate native speakers so wrong
pronunciation can’t happen, and it can understand the level you are at in order to create the
context for you.”
“Yes, I will. ChatGPT is one of the best tools for me now!”
In conclusion, these interviews highlight that while ChatGPT is perceived positively for its
convenience, knowledge expansion, and efficiency in certain aspects of language learning, its integration into
comprehensive language skills development requires complementary traditional methods. Participants value
ChatGPT for its supportive role in enhancing specific language competencies and express optimism towards its
ongoing development and refinement.
The following interview results are shown to support the questionnaire results and help comprehend the
difficulties that ChatGPT shows through the interview questions:
Participant 1 brought up a number of concerns, including ChatGPT occasionally misinterpreting
inquiries, delivering inaccurate information, and repeating stuff without reason. These problems point to
possible limitations in ChatGPT’s responsiveness and precision, which will have an influence on the learning
experience’s efficiency and dependability.
“I encountered some difficulties, such as ChatGPT not understanding my question, sometimes
giving wrong information, and sometimes repeating content.”
Participant 2 noted concerns about having to verify information independently and highlighted
instances where ChatGPT’s outputs were not reliable, which could potentially hinder effective learning
experiences, especially when accuracy is crucial.
“You have to pay if you want more information, and sometimes the information provided by
ChatGPT is not reliable.”
Another significant challenge identified by participants is the difficulty in fully utilizing ChatGPT’s
capabilities. Participant 3 mentioned challenges in optimizing ChatGPT effectively, pointing out that the tool
sometimes inundates users with unnecessary information or fails to provide specific and relevant information
promptly. This suggests a learning curve in navigating and filtering through ChatGPT’s outputs to extract the
most relevant information efficiently.
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) Page 116
International Journal of Science and Management Studies (IJSMS) E-ISSN: 2581-5946
DOI: 10.51386/25815946/ijsms-v7i4p115
Volume: 7 Issue: 4 July to August 2024 https://www.ijsmsjournal.org
“A hard part when using ChatGPT is that I cannot exploit all the abilities of ChatGPT and use
it in the most effective way. Besides, I think sometimes ChatGPT provides too much
unnecessary information.”
Moreover, participants noted instances where ChatGPT did not meet their expectations in terms of
providing detailed or accurate information. Participant 5 and Participant 7 both highlighted the need for more
comprehensive explanations and the occasional inadequacy of ChatGPT in delivering precise information. This
limitation underscores the importance of supplementing ChatGPT with other learning methods that emphasize
depth and accuracy in information retrieval.
“I have encountered some difficulties while using ChatGPT for learning English. For
example, I can find exactly the answers I need, and sometimes ChatGPT provides me with
unreliable information.”
“ChatGPT can provide me with the information I request, but sometimes I need more
information or the most accurate information possible, and ChatGPT sometimes cannot do
this.”
Overall, these interviews illustrate common challenges faced by students when using ChatGPT for
learning English, including issues with understanding queries, providing accurate information, managing
excessive data, ensuring reliability, and meeting specific informational needs effectively. Addressing these
challenges is crucial for enhancing ChatGPT’s utility as a reliable educational tool and improving user
satisfaction and learning outcomes in language acquisition contexts.
IV. CONCLUSION
This study investigated Vietnamese English-majored students’ perceptions of ChatGPT as a tool for
learning English at Nam Can Tho University. Through semi-structured interviews with ten participants, the
research aimed to elucidate the benefits and challenges associated with integrating ChatGPT into language
education contexts.
The findings reveal several key insights into the use of ChatGPT for language learning. Participants
generally expressed positive attitudes towards ChatGPT, highlighting its usability in providing personalized
language practice and instant feedback. Many students appreciated the convenience of ChatGPT for improving
their speaking, listening, and writing skills, noting its ability to simulate real-time conversations and offer
tailored language exercises.
However, alongside its benefits, participants identified several challenges. Concerns were raised
regarding the accuracy and reliability of ChatGPT’s language outputs, particularly in capturing nuanced cultural
and linguistic nuances. Some students also expressed apprehension about over-reliance on ChatGPT,
emphasizing the importance of maintaining a balance between AI-driven learning tools and traditional teaching
methods.
The study underscores the importance of considering user perspectives in the integration of AI
technologies like ChatGPT in educational settings. It highlights the need for ongoing refinement in AI language
models to better meet diverse learning needs and address cultural specificity in language learning contexts.
Moreover, the findings suggest that while ChatGPT offers innovative opportunities for enhancing language
learning experiences, its effective implementation requires careful consideration of pedagogical strategies and
technological support.
In conclusion, this research contributes valuable insights into the perceptions and experiences of
Vietnamese students regarding ChatGPT in language education. It informs educators, policymakers, and
developers about the potential of AI technologies in transforming language learning practices while advocating
for continued research and development to optimize their educational impact. Moving forward, further studies
could explore longitudinal effects and comparative analyses with other AI-driven tools to deepen our
understanding and refine best practices in integrating AI into language education.
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) Page 117
International Journal of Science and Management Studies (IJSMS) E-ISSN: 2581-5946
DOI: 10.51386/25815946/ijsms-v7i4p115
Volume: 7 Issue: 4 July to August 2024 https://www.ijsmsjournal.org
About the Author(s)
Le Quoc Hung is an enthusiastic English major student with a keen interest in exploring the intersection of
language, technology, and education. Currently pursuing her undergraduate degree at Nam Can Tho, he is
passionate about leveraging innovative tools and methodologies to enhance language learning experiences. With
a strong foundation in English literature and language studies, he actively seeks opportunities to delve into
emerging technologies that facilitate language acquisition.
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