Reimagining AI integration: Vietnamese EFL instructors' cultural reconceptualization of the 6-P framework

This study investigated potential applications of Lesson Study (LS) as a collaborative form of reflective practice and as a model of effective Professional Learning (PL) in English as a Foreign Language (EFL) teaching in Indonesian tertiary contexts. Three research issues were addressed: the EFL secondary school teachers’ and LS specialists’ beliefs about LS as a form of PL, the EFL tertiary lecturers’ beliefs about PL, and the potential applications of LS as a model of PL in tertiary contexts. LS is presented as a model of PL that offers EFL teachers in Indonesia a way to shift current transmissive teacher-centered approaches to EFL teaching to more student- centered learning. It is argued that in Indonesian tertiary educational settings, secondary school teachers PL should similarly become the centre of their own learning. Drawing on theories of reflective practices in teaching and learning and the principles of LS, the study sought to demonstrate the applicability of LS as a model of EFL lecturers’ PL in tertiary contexts. Informed by interpretivist approach and naturalistic inquiry, the study involved twelve EFL teachers from secondary schools, three LS specialists, and seven EFL lecturers from the Gama Language Training Centre (GLTC) in Indonesia. Using qualitative methods, focus group interviews and in-depth interviews were utilized to gather the data. Focus group interviews were conducted with the EFL secondary school teachers and the EFL lecturers in the GLTC, while individual in-depth interviews were carried out with the LS specialists. These three lenses on the phenomenon under enquiry provided rich data for exploration. The data were triangulated for trustworthiness and credibility. The data were analysed thematically using increasingly rigorous levels of coding. The findings are illustrated by verbatim quotations to give voice to the participants. The findings indicate that many of the participants in the secondary school contexts considered LS an efficacious approach to teacher reflective practice and PL. The collaborative work and reflective practice embedded in the phases of LS provided many learning opportunities for enhancing EFL content knowledge and creating effective pedagogies that contributed positively to their sense of self as professional educators. Another finding reveals that after having focus group interviews, the EFL lecturers in the GLTC shifted their beliefs from a paradigm of professional development to one of PL. LS with its phases of PLAN, DO, SEE offers a potential framework of PL to achieving this. When comparing and contrasting the school teachers’ beliefs about LS as a collaborative and reflective practice form of PL with those beliefs held about PL at the tertiary level, it was found that both groups of participants believed their PL activity was an opportunity for them to become better practitioners. The findings too revealed that the characteristics of LS as the form of the EFL secondary school teachers PL have embedded in the EFL lecturers’ PL in the GLTC. This provides opportunities for LS to be adopted as a collaborative model of reflective practice so that the transmissive mode of EFL teaching in Indonesia can be shifted to one more focused on student learning. LS proved to be effective model of PL and it is currently undertaken by secondary school teachers; therefore, it will be particularly useful for EFL teaching in Indonesian tertiary contexts. The implication of this study of LS as collaborative and reflective PL in Indonesian tertiary institutions is that PL is essential in improving teacher professionalism and supporting a shift from a transmissive teaching practice to one that is learner centred.

The integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) education marks a significant transformation in pedagogical practices, particularly in higher education. In many European countries, such as Germany, Estonia, Finland, and Ukraine, this transformation is accelerating as education systems increasingly adopt AI technologies that replicate human cognitive processes like problem-solving and decision-making. They provide unprecedented opportunities for personalizing language learning based on individual student needs. This study explores current trends, pedagogical models, and empirical findings related to the implementation of AI in EFL classrooms, with particular attention to its impact on the development of language skills, learner autonomy, and affective factors such as motivation and engagement. Within the European context, these issues are especially relevant due to the widespread status of English as a foreign language and the strategic emphasis on digital innovation in national education systems. Drawing on both international and Ukrainian research, the study examines the application of widely used AI tools, such as chatbots, writing assistants, translation platforms, and intelligent tutoring systems, in language teaching. Empirical evidence, including findings from European-based studies, indicates significant improvements in students’ receptive (reading, listening) and productive (speaking, writing) language skills, lexical acquisition, and intercultural competence. Furthermore, AI enhances the affective dimension of learning by boosting motivation, promoting engagement, and alleviating foreign language anxiety through personalized, adaptive feedback and autonomous learning pathways. Despite these benefits, the integration of AI into EFL education is characterized by some challenges, including students’ over-reliance on technology, insufficient digital literacy among users, ethical concerns regarding data privacy, and a lack of comprehensive pedagogical frameworks. The study emphasizes the need for pre-service teacher training programs that effectively incorporate AI competencies. Overall, the study results indicate a positive impact of integrating AI into the teaching of English as a foreign language in European counties (including Ukraine), demonstrating how technological innovations can complement traditional pedagogical approaches to support accessible, effective, and learner-centered foreign language education in the digital era.

Learners’ achievements, motivation, and emotional states are closely linked to the roles and effectiveness of their teachers, while several challenges in foreign language classrooms hinder teacher efficacy. Artificial intelligence (AI) has the potential to offer substantial solutions by addressing individual student needs, expectations, and interests. However, successfully integrating AI in the English as a foreign language (EFL) teaching process depends on teachers’ perceptions of these technologies. This study investigates teachers’ perceptions of AI usage within the EFL teaching framework. In this qualitative study, the data were collected from seven EFL teachers via interviews. The study concluded that EFL teachers prefer using AI tools for various purposes and believe that AI tools offer significant benefits in the EFL teaching process, although they experience several drawbacks regarding using AI tools in their classes. Considering the conclusions, several recommendations were also noted.

The article dwells upon modern English as a Second Language (ESL) educational settings which are based on innovative technologies modernizing the gist of adult education in a foreign language and containing organizational models of the learning process, founded on the dialectical commonality of ESL methodologies. Program models for ESL education that can be realized at university departments under certain conditions are presented. It has been identified that ESL learning via mobile devices and apps, modern tech and computer-based technologies facilitates the individualistic approach of teaching, encourages mental activity and improves the effectiveness of the learning process. Some elaborations have been made to the statements regarding adult ESL education in the context of computer didactics as an innovative learning system in which the theoretical approaches and practical achievements of such an interdisciplinary branch of knowledge as Artificial Intelligence are realized. The article emphasizes the deep connection between the development of ideas through Artificial Intelligence and the disciplines which presuppose understanding, decision-making, learning i.e. Psychology, Logic, Linguistics. The comparative analysis has been done in order to identify empirical data of questionnaires regarding prioritizing the use of mobile devices, apps, and digital media in the ESL learning process. The analysis serves as a detailed breakdown and evidence of the on-hand teaching experience at universities.

The integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) education has transformed teaching practices, necessitating a re-evaluation of teacher competencies in the digital age. This systematic review examines the intersection of AI technologies and EFL teachers' competencies, exploring how AI tools influence pedagogical skills, technological proficiency, and professional development. Through an analysis of recent literature, the study identifies key competencies required for EFL teachers to effectively leverage AI, including adaptive teaching strategies, data literacy, and ethical considerations in AI usage. The review also highlights challenges such as resistance to technological adoption, the digital divide, and the need for continuous upskilling. Findings suggest that while AI offers significant opportunities for personalized learning and efficiency, EFL teachers must develop a balanced skill set that integrates traditional teaching expertise with emerging technological demands. The results of the research showed that 1) EFL teachers’ competencies in artificial intelligence field consist of 10 competencies, namely: 1) AI-Assisted Lesson Planning, 2) AI-Powered Language Practice & Feedback, 3) Speech Recognition & Pronunciation Tools, 4) AI for Differentiated Instruction, 5) Automated Assessment & Grading, 6) Data-Driven Student Insights, 7) Ethical & Critical Use of AI, 8) AI for Content Creation & Gamification, 9) AI-Powered Translation & Comprehension Support, and 10) AI and Virtual/Augmented Reality in EFL. The paper concludes with recommendations for teacher training programs and policy frameworks to support the evolving role of EFL educators in an AI-driven educational landscape.

This article investigates the integration of Howard Gardner’s Multiple Intelligences (MI) theory with Artificial Intelligence (AI) tools in English as a Foreign Language (EFL) instruction. MI theory, which highlights diverse cognitive strengths, has been transformative in inclusive education, while AI tools, such as chatbots, offer personalised feedback, interactive learning environments, and differentiated instruction that align with MI principles. By adopting a conceptual research design, this study synthesises existing literature and case studies to propose strategies for engaging various intelligences using AI technologies. Key applications include personalised feedback for linguistic and logical-mathematical learners, immersive simulations for spatial intelligence, and collaborative platforms to support interpersonal intelligence. Practical strategies for integrating AI tools into MI-based instruction are discussed, alongside considerations for tailoring educational experiences to diverse learner profiles. Ethical concerns, such as data privacy and algorithmic bias, are addressed, emphasising the importance of responsible AI integration and teacher training to maximise these tools' potential. The study provides a robust pedagogical framework showcasing the synergy between MI theory and AI technologies, demonstrating how this approach can enhance engagement, motivation, and inclusivity in EFL classrooms. While conceptual, the study lays the groundwork for future empirical research and underscores the potential of AI-enhanced MI-based instruction in fostering dynamic and equitable language learning environments.

The study explores the transformative impact of artificial intelligence (AI) tools on enhancing digital competency and professional development among English as a Foreign Language (EFL) teachers. Grounded in multidimensional AI Literacy Framework encompassing: Understanding, Applying, Evaluating, and AI Ethics, this research critically examines the affordances and limitations of AI-driven platforms, including Microsoft Educator Center, Google Classroom, and Edmodo, in supporting EFL instructional strategies. Employing a mixed-methods approach with a rigorous pretest-posttest random assignment experimental design, the study engaged 184 EFL teachers concurrently enrolled in postgraduate studies. Quantitative data measured gains in digital competency and professional development engagement, while qualitative insights captured teacher perceptions of the findings. Results demonstrated substantial improvements in participants employing AI-enhanced pedagogical strategies. AI tools were found to fosters adaptive learning environments and personalized feedback mechanisms, though challenges emerged such as teacher resistance, inconsistent digital literacy, and infrastructure constraints. The research addresses important gaps in current EFL pedagogical practices by providing robust empirical evidence and actionable insights into AI integration in EFL education. It advocates for professional development programs to equip educators with the requisite skills for effective AI implementation. Furthermore, the study underscores the importance of contextual factors, such as institutional support and equitable access in effective AI adoption. Concluding with strategic recommendations for future research and policy, the study emphasizes the necessity for ongoing support, longitudinal evaluation of AI interventions, and ethical considerations in AI deployment to ensure equitable access and sustainable educational progress.

Artificial Intelligence (AI) has become increasingly integral to English as a Foreign Language (EFL) education, offering benefits such as scalability, personalized learning, and immediate feedback. Yet its capacity to engage with the broader dimensions of language learning—including creativity, cultural fluency, and aesthetic expression—remains contested. This review analyzes empirical case studies from AI-driven education platforms (e.g., GPT-4-assisted classes showing a 20% improvement in vocabulary retention) while placing these findings within an interdisciplinary framework that integrates aesthetic education and art studies. Despite AI’s proven efficiency in automating repetitive tasks, significant limitations persist in fostering intercultural communication, creativity, and emotional intelligence. By applying Gödel’s Incompleteness Theorem, this paper underscores the inherent constraints of formal systems and asks: To what extent can AI support the cognitive, emotional, and aesthetic dimensions of EFL learning? How can a hybrid model optimize these outcomes by combining AI with human creativity and cultural insight? Two main contributions distinguish this study: (1) an innovative hybrid learning model that explicitly merges AI-driven instruction with art-based EFL tasks (e.g., digital storytelling, intercultural narratives, and poetry composition), and (2) a broader theoretical lens that situates these practices within aesthetic education, thereby expanding on prior research that often overlooks the artistic and cultural facets of language acquisition. Ethical concerns such as algorithmic bias, data privacy, and dehumanization risk are also examined. The findings highlight practical recommendations for integrating AI into art-enhanced EFL curricula, emphasizing cultural nuance, creative exploration, and emotional engagement. Ultimately, this review demonstrates the potential synergy between technology and the human, artistic dimensions of language learning, offering insights for interdisciplinary fields spanning EFL, educational technology, and art studies.

Silence is a common phenomenon in language learning where students stay silent, and it is potentially frustrating to instructors and not conducive to the foreign language input and output necessary for ongoing classroom-based language learning. Silence has been investigated initially in the face-to-face classroom and discussed thoroughly over the years. Most studies emphasized the role of verbal interaction in language learning, while silence exists in English as a Foreign Language (EFL) contexts as a part of the interaction. Rare research investigates silence in face-to-face EFL learning contexts using phenomenography to understand students ways of experiencing silence. Therefore, this study aims to explore how Vietnamese undergraduates experience silence in face-to-face EFL learning using phenomenography at a Vietnamese university. Data were conducted through semi-structured interviews with 15 Vietnamese undergraduates analyzed following the phenomenographic principles to identify each conception s referential and structural aspects. Eleven categories were found following five main conceptions of silence, namely, sociocultural dimension, affective dimension, psycho-linguistic dimension, interactive dimension, and individual dimension. The findings illustrate the multilayers and complexities of students silence in face-to-face EFL context and point out new findings to discover potentially in EFL. It implies that silence can be a powerful tool for students learning, so understanding multifaceted students silence will enhance educators pedagogical practices in foreign language teaching and learning. This study also implies that educators should understand students social self and self to create a learning atmosphere for individual differences.

Purpose Recent advancements in artificial intelligence (AI)-powered technologies, particularly ChatGPT, have sparked significant interest in English as a Foreign Language (EFL) education. This review aims to explore the landscape of ChatGPT's application in EFL writing. Design/Approach/Method Given the nascence of this field, the study conducts a scoping review by analyzing 16 empirical studies published before December 2023 to investigate the role of ChatGPT in EFL writing. Findings The review explores the current and potential uses of ChatGPT in EFL writing, highlighting its dual role as both a writing assistant and an assessment tool. On one hand, ChatGPT is widely acknowledged for providing real-time feedback that enhances writing quality and efficiency. On the other hand, challenges and concerns remain prevalent. Originality/Value The findings reveal key gaps in the literature, such as the need for more interdisciplinary research, the adaptation of AI models to meet the linguistic and cultural needs of EFL learners, and the integration of multimodal AI tools. The review emphasizes the importance of critical thinking and information literacy training for educators and students while addressing ethical considerations. These insights offer a roadmap for future research and the practical implementation of AI in language education, providing valuable guidance for different stakeholders.

This study explores the perceptions of English as a Foreign Language (EFL) teachers regarding the use of Artificial Intelligence (AI)-based tools in vocational and senior high schools in Samarinda, East Kalimantan. The rapid growth of AI in education presents both opportunities and challenges, particularly in language teaching. This qualitative research employs a case study approach involving seven English as a Foreign Language (EFL) teachers. Data were collected through semi-structured interviews and analyzed using a thematic analysis approach. The findings indicate that most teachers perceive AI as a supportive tool in instructional material development and administrative efficiency. However, they emphasize that AI cannot replace the human role in the teaching process. The teachers expressed concerns about students' overdependence on AI, ethical use, and the importance of adapting AI-generated content to suit learners' needs. They also highlighted the need for professional development, especially for senior educators, to ensure responsible and effective integration of AI in the classroom. This study contributes to the understanding of how AI is perceived in underrepresented educational contexts and underscores the need for balanced implementation strategies that combine pedagogical considerations with technological innovation. It also recommends continuous teacher training aligned with clear ethical guidelines so that AI truly enhances rather than diminishes the quality of language learning.

The integration of artificial intelligence (AI) and Chat GPT technology in English as a Foreign Language (EFL) instruction has ushered in transformative changes in language learning and assessment. This essay explores the multifaceted impact of AI and Chat GPT on EFL education, emphasizing their role in personalized language learning, real-time language practice, and examination techniques. AI facilitates personalized language learning by tailoring lessons to individual students' needs, promoting deeper language understanding. Real-time language practice is enhanced through dynamic interactions with AI-powered chatbots, which provide immediate feedback, boosting proficiency and confidence. In examination techniques, AI automates grading and feedback, improving efficiency and consistency, while also enhancing test security. The integration of AI and Chat GPT raises ethical considerations regarding privacy, equity, and responsible AI usage. Successful case studies, including Duolingo's language learning platform, Chat GPT in EFL classrooms, and ExamSoft's examination software, highlight the practical benefits of AI integration. The future of EFL education lies in a collaborative relationship between human teachers and AI, addressing challenges and limitations while prioritizing ethical considerations, equitable access, and meaningful human interaction. The potential for a more effective and engaging EFL learning experience is achievable with a commitment to these principles.

This study set out to explore Iranian English as a foreign language (EFL) teachers’ perceptions on the implementation of online EFL instruction. A mixed-methods design, including semi-structured interviews and questionnaires, was employed for the specific purposes of this study. A total of 242 EFL teachers participated in the questionnaire phase of the study. In addition, 46 EFL teachers participated in the interview phase of the study. The teachers worked at a number of universities, schools and language-teaching institutions in Iran. Results suggest that although the Iranian EFL teachers adopted moderately positive attitudes towards the implementation of online instruction, the majority of them preferred blended instruction to online instruction. At the same time, the study revealed that the implementation of online EFL instruction in Iran is challenging due to a number of perceived impediments and obstacles. The most considerable perceived challenges to the implementation of online EFL instruction comprise lack of online facilities and resources, lack of interaction in online instruction, cultural resistances to online instruction and teachers’ limited knowledge of online instruction. The findings of this study provided crucial insights into teachers’ perspectives on a number of measures that can be adopted to facilitate the integration of online instruction in the EFL context of Iran. The findings would provide valuable insights for educational authorities and course designers to integrate online instruction into the EFL curriculum.Keywords: online instruction; blended instruction; teachers' attitudes; challenges; English as a foreign language(Published: 14 March 2014)Citation: Research in Learning Technology 2014, 22: 20142 - http://dx.doi.org/10.3402/rlt.v22.20142

Artificial intelligence (AI) rapidly transforms education, offering adaptive and personalized learning experiences. In English as a Foreign Language (EFL) education, AI-powered tools such as chatbots, writing assistants, and translation software reshape teaching and learning. This study explores how 67 prospective EFL teachers envision the future role of AI in EFL instruction, examining its potential benefits and challenges. Using a descriptive qualitative approach and reflexive thematic analysis, the study identifies 6 themes and 52 nodes addressing the risk of AI replacing teachers and 5 themes with 31 nodes regarding AI’s future impact on EFL teaching and learning. Findings suggest a preference for a human-centered AI approach—AI-assisted EFL teaching and learning (AIaEFLtl)—where AI complements rather than replaces teachers. The study highlights key implications for AI-EFL teacher collaboration, advocating for teacher training in AI integration and ethical considerations. These insights contribute to the ongoing discourse on the evolving role of AI in education and its pedagogical implications for future EFL classrooms.

Although culture learning is closely connected to language learning and definitely essential to developing students' communicative competence for cross-cultural communication in the global society, the importance of culture learning to EFL (English as a Foreign Language) learning is often ignored by MOE (Ministry of Education) and English teachers in Taiwan. Thus this paper draws upon domestic and international literature to explore the factors that hamper culture learning in a foreign language classroom and the ways that can integrate culture learning into Taiwan's foreign language education. While finding that the stereotypes about culture among the public as well as the limited knowledge of both the target culture and the approaches to culture teaching among educators and English teachers in Taiwan are the main factors that make culture learning separate from language learning in a foreign language classroom, the researcher concludes that with the trend toward globalization and internationalization English teachers in Taiwan need to understand more about the nature of culture learning and shatter the illusion that linguistic knowledge is the most important element in cross-cultural communication. In order to integrate culture learning into Taiwan’s foreign language education, the researcher also concludes that English learning materials and teaching approaches as well as the goals of Taiwan's foreign language education should be adjusted appropriately. 136-Abstract Although culture learning is closely connected to language learning and definitely essential to developing students' communicative competence for cross-cultural communication in the global society, the importance of culture learning to EFL (English as a Foreign Language) learning is often ignored by MOE (Ministry of Education) and English teachers in Taiwan. Thus this paper draws upon domestic and international literature to explore the factors that hamper culture learning in a foreign language classroom and the ways that can integrate culture learning into Taiwan's foreign language education. While finding that the stereotypes about culture among the public as well as the limited knowledge of both the target culture and the approaches to culture teaching among educators and English teachers in Taiwan are the main factors that make culture learning separate from language learning in a foreign language classroom, the researcher concludes that with the trend toward globalization and internationalization English teachers in Taiwan need to understand more about the nature of culture learning and shatter the illusion that linguistic knowledge is the most important element in cross-cultural communication. In order to integrate culture learning into Taiwan's foreign language education, the researcher also concludes that English learning materials and teaching approaches as well as the goals of Taiwan's foreign language education should be adjusted appropriately.