Impacts of AI tools on self-study by English-majored students at Quang Nam University

Authors

DOI:

https://doi.org/10.54855/acoj.251622

Keywords:

AI, self-study, impacts of AI, self-discipline, feedback

Abstract

It is undeniable that artificial intelligence (AI) tools make a major contribution to fields across society, such as medicine, business, and education. Some studies on the impact of AI on English learning and teaching have been done. The studies showed some advantages and disadvantages of AI tools in general; however, they haven’t yet investigated specific participants to analyze them in detail. Our study emphasizes how our students benefit from AI tools and focuses particularly on the obstacles they face when using them. The survey used qualitative and quantitative methods and included a questionnaire for 150 English-majored students at Quang Nam University and one for teachers. The findings highlighted how students improve their English practice skills and how they are motivated by learning with AI. At the same time, the research results revealed that a lack of face-to-face interaction, inaccurate feedback, and reduced self-discipline are significant challenges. The study aims to make a specific contribution to English teaching and learning through AI tools.

Author Biographies

Doan Phan Anh Truc, Faculty of Foreign Languages, Quang Nam University, Vietnam

Doan Phan Anh Truc, Ph.D, Faculty of Foreign Languages, Quang Nam University, Vietnam. She has been a lecturer in English at Quang Nam University for over 20 years. She is interested in Literature in English, Theory of Translation, Syntax, and Pragmatics.  

Nguyen Thi Hue, Faculty of Foreign Languages, Quang Nam University, Vietnam

Nguyen Thi Hue, M.A., lecturer at Quang Nam University, Viet Nam. Nguyen Thi Hue has been a lecturer at Quang Nam University for nearly 20 years. She graduated from Da Nang University, Vietnam, in 2004, majoring in English Language Teaching, and in 2011, she got her Master's degree in Linguistics. She has been teaching grammar, translation, listening skills, reading skills, and English for specific purposes. She has taught English to students of different ages and levels.

Tran Ngoc Que Chau, Faculty of Foreign Languages, Quang Nam University, Vietnam

Tran Ngoc Que Chau has been a lecturer at Quang Nam University since 2004. She graduated from Da Nang University, majoring in English Language. She got her Master’s degree in Linguistics in 2011. She has been teaching reading skills, grammar, and English for specific purposes. Her students are of different ages and levels.

References

Divekar, R. R., Drozdal, J., Chabot, S., Zhou, Y., Su, H., Chen, Y., Zhu, H., Hendler, J. A., & Braasch, J. (2021). Foreign language acquisition via artificial intelligence and extended reality: Design and evaluation. Computer Assisted Language Learning, 35, 2332-2360. https://doi.org/10.1080/09588221.2021.1879162 DOI: https://doi.org/10.1080/09588221.2021.1879162

Dugošija, T. (2024). Benefits and Challenges of Artificial Intelligence in English language teaching. Knowledge – International Journal, 62 (2). 275-280.

Liu, M., Y. (2023). Exploring the application of Artificial Intelligence in Foreign Language Teaching: Challenges and Future Development. SHS Web of Conferences, 2023, 168. Doi.org/10.1051/shsconf/202316803025 DOI: https://doi.org/10.1051/shsconf/202316803025

Rebolledo Font de la Vall, R., & González Araya, F. (2023). Exploring the benefits and challenges of AI-language learning tools. International Journal of Social Sciences and Humanities Invention, 10(1), 7569–7576. https://doi.org/10.18535/ijsshi/v10i01.02 DOI: https://doi.org/10.18535/ijsshi/v10i01.02

Rukiati, E., Wicaksono, J. A., Taufan, G. T., & Suharsono, D. D. (2023). AI on learning English: Application, benefit, and threat. Journal of Language, Communication, and Tourism, 1(2), 32–40. https://doi.org/10.25047/jlct.v1i2.3967 DOI: https://doi.org/10.25047/jlct.v1i2.3967

Nguyen, T. Y. P., Nguyen, N. T., & Phan, N. K. H. (2025). The Challenges of Applying ChatGPT in the Academic Writing of Postgraduate Students in English Major at IUH. International Journal of AI in Language Education, 2(1), 20-37. https://doi.org/10.54855/ijaile.25212 DOI: https://doi.org/10.54855/ijaile.25212

Tran , H. N., Le, T. T. N., & Tran, V. B. U. (2025). AI Tools in Learning Academic Writing: Benefits and Challenges for MA Students in the English Language Studies at the Industrial University of Ho Chi Minh City. International Journal of AI in Language Education, 2(1), 74-91. https://doi.org/10.54855/ijaile.25215 DOI: https://doi.org/10.54855/ijaile.25215

Sharma, S. et al. (2024). Impact of Artificial Intelligence in English Language Teaching. Migration Letters, 21(S4), 1606-1612. www.migrationletters.com.

Wei, L. (2023). Artificial intelligence in language instruction: Impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, 1261955, 1-14. https://doi.org/10.3389/fpsyg.2023.1261955 DOI: https://doi.org/10.3389/fpsyg.2023.1261955

Downloads

Published

26-11-2025

How to Cite

Doan, P. A. T., Nguyen, T. H., & Tran, N. Q. C. (2025). Impacts of AI tools on self-study by English-majored students at Quang Nam University. AsiaCALL Online Journal, 16(2), 32–40. https://doi.org/10.54855/acoj.251622

Issue

Vol. 16 No. 2 (2025): Computer-Assisted Language Learning

Section

Research Article

License

Copyright (c) 2025 Doan Phan Anh Truc, Nguyen Thi Hue, Tran Ngoc Que Chau

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

License

Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process.

The copyright of all articles published in the acoj remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the acoj are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.