ChatGPT as a motivational tool in EFL classrooms: A study on non-English majors at Ho Chi Minh City Open University
DOI:
https://doi.org/10.65956/procia.2026.121Keywords:
ChatGPT, AI chatbots, EFL learning, learning motivation, Vietnamese higher educationAbstract
Artificial intelligence (AI) has developed rapidly, and its growing presence in education is increasingly evident. AI chatbots are now widely recognised as useful companions in foreign language learning. This study examines how ChatGPT may influence English language learning in Vietnam by investigating the motivational perceptions of non-English major students at Ho Chi Minh City Open University. A total of 207 students participated in a questionnaire-based survey, reporting their familiarity with and frequency of ChatGPT use. The data were analysed using descriptive statistics and inferential tests to examine differences in motivational patterns across students with varying levels of ChatGPT use. The findings offer insights into learner attitudes and provide implications for integrating AI tools into general EFL instruction.
References
Abbas, N., Whitfield, J., Atwell, E., Bowman, H., Pickard, T., & Walker, A. (2022). Online chat and chatbots to enhance mature student engagement in higher education. International Journal of Lifelong Education, 41(3), 308-326. https://doi.org/10.1080/02601370.2022.2066213
Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3), 1-13. https://doi.org/10.30935/cedtech/13152
Al-Abdullatif, A. M., Al-Dokhny, A. A., & Drwish, A. M. (2023). Implementing the Bashayer chatbot in Saudi higher education: measuring the influence on students’ motivation and learning strategies. Frontiers in Psychology, 14, 1-16. https://doi.org/10.3389/fpsyg.2023.1129070
Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2(1), 21-41. https://doi.org/10.1111/1467-839X.00024
Bao, M. (2019). Can home use of speech-enabled artificial intelligence mitigate foreign language anxiety - investigation of a concept. Arab World English Journal (AWEJ) Special Issue on CALL, 5. 28-40. https://doi.org/10.24093/awej/call5.3
Bibauw, S., François, T., & Desmet, P. (2019). Discussing with a computer to practice a foreign language: Research synthesis and conceptual framework of dialogue-based CALL. Computer Assisted Language Learning, 32(8), 827-877. https://doi.org/10.1080/09588221.2018.1535508
Çelik, F., Yangın Ersanlı, C., & Arslanbay, G. (2024). Does AI simplification of authentic blog texts improve reading comprehension, inferencing, and anxiety? A one-shot intervention in Turkish EFL context. International Review of Research in Open and Distributed Learning, 25(3), 287-303. https://doi.org/10.19173/irrodl.v25i3.7779
Chang, C.-W., Lee, J.-H., Chao, P.-Y., Wang, C.-Y., & Chen, G.-D. (2010). Exploring the possibility of using humanoid robots as instructional tools for teaching a second language in primary school. Journal of Educational Technology & Society, 13(2), 13-24. http://www.jstor.org/stable/jeductechsoci.13.2.13
Coniam, D. (2014). The linguistic accuracy of chatbots: Usability from an ESL perspective. Text & Talk - An Interdisciplinary Journal of Language Discourse Communication Studies, 34(5), 545-567. https://doi.org/10.1515/text-2014-0018
Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78(1), 98-104. https://doi.org/10.1037/0021-9010.78.1.98 DOI: https://doi.org/10.1037//0021-9010.78.1.98
Creswell, J. W. (2012). Educational research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson Education
Dang, T. P. (2025). Empirical research trends in the use of AI chatbots in EFL teaching and learning in Vietnam: A systematic review. Proceedings of the AsiaCALL International Conference, 6, 325-343. https://doi.org/10.54855/paic.24623
Dang, T. T. (2025). AI tools for language learners: The promotion of learning independence or reliance. In Pham, V. P. H., Lian, A., Lian, A., White, J. (Eds.), Empowering educators: Integrating AI tools for personalized language instruction, (pp. 263-280). Springer Nature. https://doi.org/10.1007/978-3-032-01348-4_11
Ding, D., & Yusof, A. M. B. (2025). Investigating the role of AI-powered conversation bots in enhancing L2 speaking skills and reducing speaking anxiety: a mixed methods study. Humanities and Social Sciences Communications, 12, 1-16. https://doi.org/10.1057/s41599-025-05550-z
Du, J., & Alm, A. (2024). The impact of ChatGPT on English for academic purposes (EAP) students’ language learning experience: A self-determination theory perspective. Education Sciences, 14(7), 1-17. https://doi.org/10.3390/educsci14070726
Duong, T., & Suppasetseree, S. (2024). The Effects of an artificial intelligence voice chatbot on improving Vietnamese undergraduate students’ English speaking skills. International Journal of Learning, Teaching and Educational Research, 23(3), 293-321. https://doi.org/10.26803/ijlter.23.3.15
Eav, L.K. (2024). Understanding the perspectives of Cambodian provincial English learners on using AI chatbots to enhance self-paced learning paths. International Journal of Research Publication and Reviews, 5(6), 294-300. https://doi.org/10.55248/GENGPI.5.0624.1407
Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning - are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning, 38(1), 237-257. https://doi.org/10.1111/jcal.12610
Huynh, Q. Q. (2024). A literature review on EFL students’ integration of al-based tools in English learning and the perceived impact on autonomy. International Journal of AI in Language Education, 1(2), 30-51. https://doi.org/10.54855/ijaile.24123
Kim, N. Y., Cha, Y., & Kim, H. S. (2019). Future English learning: Chatbots and artificial intelligence. Multimedia-Assisted Language Learning, 22(3), 32-53. https://doi.org/10.15702/mall.2019.22.3.32
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). Exploring generative artificial intelligence preparedness among university language instructors: A case study. Computers & Education: Artificial Intelligence, 5. 1-8. https://doi.org/10.1016/j.caeai.2023.100156
Kusmaryono, I., Wijayanti, D., & Maharani, H. R. (2022). Number of response options, reliability, validity, and potential bias in the use of the Likert scale education and social science research: a literature review. International Journal of Educational Methodology, 8(4), 625-637. https://doi.org/10.12973/ijem.8.4.625
Liu, C., Hou, J., Tu, Y. F., Wang, Y., & Hwang, G. J. (2021). Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments. Interactive Learning Environments, 31(9), 5614-5632. https://doi.org/10.1080/10494820.2021.2012812
Mohd Rokeman, N. R. (2024). Likert measurement scale in education and social sciences: explored and explained. EDUCATUM Journal of Social Sciences, 10(1), 77-88. https://doi.org/10.37134/ejoss.vol10.1.7.2024
Nguyen, T. X. (2024). English majors’ perceptions of AI tool application in English language learning at tertiary level in Vietnam. Journal of Knowledge Learning and Science Technology, 3(1), 179-193. https://doi.org/10.60087/jklst.vol3.n1.p193
Pham, H. T. U., Dinh, T. T. L., & Tran, X. T. (2025). The impact of ChatGPT voice on nonmajored students’ willingness to communicate in a Vietnamese university. AsiaCALL Online Journal, 16(1), 312-327. https://doi.org/10.54855/acoj.2516116
Pham, N. T. B., & Tran, T. M. (2025). Students’ perceptions of AI language models as virtual assistants in learning writing- a case study at a tertiary institution. International Journal of TESOL & Education, 5(2), 87-115. https://doi.org/10.54855/ijte.25525
Pham, T. T., Nguyen, L. A. D., Dang, H. M., & Le, T. T. P. (2024). Exploring tertiary Vietnamese EFL students’ engagement in vocabulary learning through the use of an AI tool. In Proceedings of the AsiaCALL International Conference, 4, 129-149. https://doi.org/10.54855/paic.23410
Pratama, R. M. D., & Hastuti, D. P. (2024). The use of artificial intelligence to improve EFL students’ writing skill. English Learning Innovation, 5(1), 13-25. https://doi.org/10.22219/englie.v5i1.30212
Schmidt-Fajlik, R. (2023). Chat GPT as a grammar checker for Japanese English language learners: a comparison with Grammarly and pro writing aid. Asia CALL Online Journal, 14, 105-119. https://doi.org/10.54855/acoj.231417
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10, 1-24. https://doi.org/10.1186/s40561-023-00237-x
Vo, A., & Nguyen, H. (2024). Generative artificial intelligence and ChatGPT in language learning: EFL students’ perceptions of technology acceptance. Journal of University Teaching and Learning Practice, 21(6), 1-19. https://doi.org/10.53761/fr1rkj58
Wei, W., Zhao, A., & Ma, H. (2025). Understanding how AI chatbots influence EFL learners’ oral English learning motivation and outcomes: Evidence from Chinese learners. IEEE Access, 13, 56699-56716. https://doi.org/10.1109/ACCESS.2025.3554545
Downloads
How to Cite
Published:
Data Availability Statement
N/A
Issue
Section
License
Copyright (c) 2026 Minh Tran
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
