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Description
This study explores Vietnamese EFL lecturers’ acceptance and integration of AI, particularly ChatGPT. Using a combined UTAUT2 and SAMR framework, data were collected through in-depth interviews with 10 lecturers and their ChatGPT-generated teaching materials. Findings indicate positive acceptance, shaped by UTAUT2 factors, with ChatGPT primarily integrated for substitution and augmentation rather than for transformative pedagogy. The study highlights ChatGPT’s potential in EFL teaching and emphasizes the need to build lecturers’ ChatGPT literacy to enable deeper integration.
Abstract section 3: Content/method
Adopting an exploratory qualitative design, this study collected data from 10 EFL lecturers at a public Vietnamese university through in-depth semi-structured interviews, complemented by their ChatGPT-generated sample teaching materials.
Abstract section 2: Contribution/research questions
This study aims to answer the following two research questions:
1. Why do Vietnamese EFL lecturers accept ChatGPT for their teaching?
2. How do Vietnamese EFL lecturers integrate ChatGPT into their teaching?
Abstract section 4: Outcomes/results
The study reveals Vietnamese EFL lecturers’ positive acceptance and diverse use of ChatGPT, shaped by individual, institutional, social, emotional, and experiential factors within the UTAUT2 framework. While lecturers employ ChatGPT to enhance instructional tasks, integration remains largely at the enhancement stage of the SAMR model, emphasizing substitution and augmentation rather than transformative redesign. These findings underscore the need for structured training to strengthen AI literacy, peer-sharing to exchange best practices, and robust institutional support through infrastructure, policies, and incentives. Cultivating digital confidence and self-efficacy among educators is also vital for more meaningful and transformative AI integration.
Abstract section 5: References
Guo, K., & Wang, D. (2024). To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing. Education and Information Technologies, 29(7), 8435–8463. https://doi.org/10.1007/s10639-023-12146-0
Huang, J., Saleh, S., & Liu, Y. (2021). A review of Artificial Intelligence in education. Academic Journal of Interdisciplinary Studies, 10(3), 206–217. https://doi.org/10.36941/ajis-2021-0077
Kohnke, L., & Zou, D. (2025). Artificial intelligence integration in TESOL teacher education: Promoting a critical lens guided by TPACK and SAMR. TESOL Quarterly, 59(S3), 267–278. https://doi.org/10.1002/tesq.3396
Puentedura, R. R. (2006). Transformation, technology, and education in the state of Maine [Web log post]. Retrieved from http://www.hippasus.com/rrpweblog/archives/2006_11.html
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly, 36(1), 157–178. https://doi.org/10.2307/41410412
Abstract section 1: Relevance
Artificial Intelligence (AI) is transforming education by improving pedagogy and student engagement (Huang et al., 2021). ChatGPT, in particular, supports language teaching tasks such as material design, lesson planning, assessment, and feedback (Kohnke & Zou, 2025). For EFL learners, it offers personalized learning, instant feedback, and adaptive support (Guo & Wang, 2024). However, research often separates educators’ acceptance of ChatGPT from its integration, even though the two are interdependent. Guided by UTAUT2 (Venkatesh et al., 2012) and the SAMR model (Puentedura, 2006), this study examines why lecturers accept ChatGPT and how they integrate it into English teaching practice.
| Title | AI Integration in ELT in Vietnamese Higher Education |
|---|---|
| Teaching Context | College and university education |