AI in Language Education: Vol. 2 No. 3 (2025)

Dear beloved Language Educators,

We are happy to announce that the International Journal of AI in Language Education (IJAILE) has published Volume 2, Number 3 (2025): “AI in Language Education”. This issue includes eight research articles (pp. 1–136) that together show how AI is being used in language classrooms and by teachers—not as a far-off promise, but as a normal part of everyday learning design, speaking development, writing support, and decision-making in the classroom. A common message emerges from all the contributions: AI can meaningfully extend feedback, practice time, and learner agency, but its pedagogical value depends on careful integration, contextual fit, and ethical vigilance.

This issue is interesting because it is based in higher education in Vietnam and also examines things from an international perspective, specifically from India. A number of studies are conducted at prominent Vietnamese institutions in Ho Chi Minh City and Hanoi, whereas one contribution draws on research from Hyderabad, India. This geographical and institutional diversity reinforces the issue theme by demonstrating that AI adoption is not uniform; it is influenced by local curricular requirements, assessment cultures, teacher workload realities, and students’ preparedness to utilize AI responsibly.

The issue starts with a clear focus on speaking and acting, where students often need to practice repeatedly and get feedback they can use. Ngo Thi Cam Thuy and Le Ngoc Que Anh from Vietnam write about a mixed-methods case study at Van Lang University (Faculty of Foreign Languages) in Ho Chi Minh City. The study examines whether Yoodli and Orai can help EFL students deliver better presentations. The study indicates enhancements in fluency, pronunciation, vocabulary, and content structuring among undergraduate participants who practiced regularly, while also emphasizing the motivational impact of “instant, tailored feedback” in fostering confidence and autonomy. Nguyen Thi Kim Chi also looks into how students at Hanoi Open University in Hanoi, Vietnam, feel about video dubbing. She uses a mixed-methods approach that includes a questionnaire completed by 194 second-year English majors (K30 classes) and interviews with three teachers. The results show that dubbing is a useful way to improve pronunciation, vocabulary, grammar, fluency, and learner autonomy, but they also highlight the challenges of developing speaking skills in the classroom and the need for guidance on its use.

A second theme is teachers’ work and how they plan lessons, especially in the context of generative AI. Hoang Thi Thanh Hang (Van Lang University) and colleagues from the Ho Chi Minh City Open University investigate EFL teachers’ perceptions of the use of ChatGPT for designing IELTS Reading lesson plans, using survey data from 54 EFL teachers in Vietnam. Their findings illustrate a plausible classroom dilemma: ChatGPT is useful for quickly generating tasks, questions, and reading strategies, but the results depend on the quality of the prompts and on the teacher checking them again to ensure they are reliable and aligned with lesson goals. This study positions AI not as a substitute for professional expertise, but as an accelerator that necessitates pedagogical discernment.

Two additional Vietnamese studies investigate learners’ experiences, preparedness, and responsible use. Pham Thanh Su (University of Economics and Law, Ho Chi Minh City) and Nguyen Ly Nhu Quynh (Ho Chi Minh City Open University) investigate novice pre-service kindergarten teachers’ perceptions of the use of ChatGPT to facilitate English language acquisition. Their findings underscore perceived advantages (rapid access, convenience, tailored assistance, diminished anxiety, enhanced motivation, and increased confidence) alongside drawbacks (ambiguous or inconsistent responses, challenges in formulating effective inquiries, information saturation, and dependency). Tran Thanh Truc presents a quasi-experimental study conducted in Vietnam at Ly Tu Trong College (Ho Chi Minh City), involving 79 non-English majors. The study features an experimental group receiving AI-supported metacognitive strategy instruction through ChatGPT, contrasted with a control group instructed via a teacher-led methodology. The work shows a positive effect on writing performance, but it also raises concerns about reliability and possible misuse—issues that are very important to the issue as a whole.

Nguyen Thi Minh Thu’s study from the International School, Vietnam National University Hanoi, directly addresses ethical and educational risks by surveying 212 undergraduates at a public university in Hanoi, Vietnam. The results raise important questions about privacy and surveillance, stress from competition, shallow motivation, and reduced social interaction. They also remind readers that new ideas need to be protected by ethics and a design that protects learners.

The issue also expands beyond Vietnam with an Indian higher-education contribution. Simon Peter and Murshid V. H., both affiliated with The English and Foreign Languages University in Hyderabad, India, present a qualitative case study examining AI-integrated writing tasks that utilize AI image generation (Bing AI Image Creator) as indirect feedback within a modified picture-description task. The paper focuses on learner autonomy and language enrichment with two groups of intermediate ESL learners. It also stresses the skills teachers need to create AI-supported tasks responsibly.

Finally, Bui Thi Thu Giang and colleagues from Hanoi University of Industry in Hanoi, Vietnam, examine AI tools for teaching students to argue by having them debate one another. They use a mixed-methods approach, which includes a questionnaire with 150 students, interviews with three teachers, and 63 usage reports. The study demonstrates AI’s potential for idea generation, evidence utilization, argument structuring, and feedback, while cautioning that misinterpretation and inconsistent response quality may hinder students’ independent and critical thinking.

In Vol. 2, No. 3 (2025), you can see how AI is being used in language education at a number of different schools, including Van Lang University and Ho Chi Minh City Open University in Ho Chi Minh City, Vietnam National University Hanoi, Hanoi Open University, and Hanoi University of Industry in Hanoi, Ly Tu Trong College in Ho Chi Minh City, and The English and Foreign Languages University in Hyderabad, India. We hope these studies help researchers and professionals make AI integration more evidence-based, situation-sensitive, and ethical.

The International Journal of AI in Language Education (IJAILE) would like to thank the reviewers and members of the Editorial Board from the bottom of their hearts for their hard work and professionalism, which made this issue possible. Our reviewers helped authors improve their arguments, clarify their methods, and make each manuscript more coherent and useful by carefully reading them, offering constructive criticism, and being honest about their work. We also want to thank the Editorial Board for their careful guidance, editorial oversight, and ongoing work to coordinate a rigorous peer-review process. This ensures that every article published in Vol. 2, No. 3 (2025) meets the journal’s standards for quality, relevance, and ethical responsibility in AI-driven language education research. The time, knowledge, and willingness to share their work that these people have shown continue to be the basis for IJAILE’s credibility and the growth of a responsible research community.

We invite scholars, educators, and practitioners to explore the latest articles in this issue and to continue engaging with us through future submissions and collaborations.

We appreciate your support, and I hope you enjoy reading this inaugural issue.

Thanks God for everything!

Warm regards,

Editor-in-chief

Assoc. Prof. Dr. Pham Vu Phi Ho

Prof. Dr. Jeremy White

DOI: https://doi.org/10.54855/ijaile.2523

https://ijaile.org/index.php/ijaile/issue/view/5/5