STUDENTS’ PERCEPTIONS AND PRACTICES OF USING AI CHATBOTS FOR ENGLISH COMMUNICATION LEARNING IN A VIETNAMESE VOCATIONAL COLLEGE
DOI:
https://doi.org/10.18173/2354-1075.2026-0056Keywords:
AI chatbots; English communication skills; student perceptions; vocational education; Technology Acceptance ModelAbstract
This study examines vocational college students’ perceptions and self-reported practices of using AI chatbots to support English communication learning in Danang City, Vietnam. Using a sequential explanatory mixed-methods design, questionnaire data were collected from 100 second-year students and then explored further through semi-structured interviews with 10 students. Research findings show that the students viewed AI chatbots positively and used them mainly as accessible learning support for vocabulary learning, listening to conversations, speaking preparation, and out-of-class practice. Drawing on the extended Technology Acceptance Model, perceived usefulness, ease of use, reliability, and enjoyment were found to be positively related to students’ intention to continue using AI chatbots, with enjoyment playing the strongest predictive role. The interview data also revealed a more cautious side: the students reported AI’s inaccurate answers, sometimes unnatural language use, privacy concerns, and possible overdependence. Most students did not see AI chatbots as replacements for teachers, but as additional tools for practice and support. The study contributes a vocational-college perspective from Vietnam and highlights that continued AI chatbot use in English communication learning is shaped not only by perceived usefulness, but also by low-pressure and enjoyable practice conditions.
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