Speakers
Abstract section 4: Outcomes/results
The findings indicate that even though national policies strongly support GenAI in education, there are still gaps in how ESL/EFL leaders can help their teachers and students use GenAI ethically and effectively for teaching and learning, especially in areas such as curriculum development and assessment. Moreover, teachers’ and students’ decisions about the extent and appropriateness of GenAI usage remain inconsistent regardless of their contexts – either public or private sectors – constraining the pedagogical coherence and effectiveness of GenAI integration. Finally, practical recommendations for educators and policymakers are discussed to ensure that GenAI is thoroughly integrated into ESL/EFL classrooms.
Abstract section 1: Relevance
Amid the prevalence of Generative Artificial Intelligence (GenAI), the field of English Language Teaching (ELT) is undergoing significant changes regarding how teaching, learning and assessment are being conducted. While GenAI has been widely endorsed for integration into ESL/EFL classrooms at both macro and micro levels, teachers and learners still confront challenges due to technological novelty and the absence of clear assessment guidelines. To date, only one framework—the AI Assessment Scale (AIAS) by Roe et al. (2025)—has been proposed in the TESOL context, yet its practical applicability across different educational settings is still nascent.
Abstract section 2: Contribution/research questions
1) How are national policies on Generative AI being translated into institutional practices in Vietnamese ESL/EFL contexts?
2) How do English teachers integrate GenAI in their teaching activities, particularly in relation to the AI Assessment Scale (AIAS)
3) How do students use and perceive Generative AI in ESL/EFL classrooms, and to what extent is their usage aligned with their teachers' and institutional expectations?
Abstract section 5: References
Roe, J., Furze, L., Perkins, M., & Kitson, C. (2025). The AI Assessment Scale: A practical framework for TESOL educators in the age of ChatGPT.
Abstract section 3: Content/method
Our study employs a mixed-methods design. Firstly, we conducted a document analysis of national-level policies and related official guidance to map key priorities, expectations, and implementation directions. Next, surveys were used to capture patterns of how GenAI was being integrated in classrooms from teacher and student participants. Eventually, 2 educational leaders, 10 teachers, and 10 students were invited for semi-structured interviews to reflect on how policies are interpreted, enacted, and constrained in real institutional contexts.
| Title | GenAI in Vietnamese ESL Classrooms: Policy & Practice |
|---|---|
| Teaching Context | College and university education |