A structural model of Vietnamese EFL teachers’ readiness to integrate AI in English language teaching
DOI:
https://doi.org/10.64171/JAES.6.2.37-43Keywords:
Artificial Intelligence, English Language Teaching, Teacher Readiness, Perceived Competence, Structural Equation ModelingAbstract
This study investigates Vietnamese EFL teachers’ readiness to integrate artificial intelligence (AI) into English language teaching, focusing on perceived competence, attitudes toward AI, and institutional support. A survey was administered to 312 teachers from 14 institutions, representing both public and private sectors. Using descriptive statistics and structural equation modeling, the study found that teachers reported moderate levels of competence and attitude, but low institutional support.
Perceived competence emerged as the strongest predictor of readiness (β = .42), followed by attitude toward AI (β = .36), while institutional support had a weaker but significant effect (β = .18). Notably, younger teachers and those from private institutions demonstrated higher readiness. The findings highlight the importance of combining teacher-centered training with system-level support to foster sustainable AI adoption in Vietnamese ELT.
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