Examining the Impact of AI-Assisted Preparation on Vietnamese EFL Learners' Willingness to Communicate in English
DOI:
https://doi.org/10.54855/979-8-9870112-9-4_6Keywords:
AI tool, oral communication, willingness to communicate, EFL learnersAbstract
Recent developments in artificial intelligence (AI) have enhanced its ability to support learners’ spoken communication. However, research on the viability of text-based chatbots as aids for speaking preparation remains limited. The study aims to investigate whether a ChatGPT-supported preparation process for speaking enhances 42 Vietnamese English-major students’ willingness to communicate (WTC) in spoken English during a classroom session and to explore its benefits and challenges. Using a mixed-methods design with surveys and thematic analysis, the study found that students’ WTC improved significantly after the ChatGPT-assisted preparation process. However, no significant correlation was identified between students’ post-WTC and post-survey self-confidence. Despite having concerns about AI-generated content, students mostly utilized ChatGPT for brainstorming and language assistance. Additionally, idea quality and language usage were perceived to be enhanced after using AI. These findings highlight the potential of AI as a complementary learning tool to support spoken communication, with teacher guidance and support.References
Alam, M. R., Ansarey, D., Abdul Halim, H., Rana, M. M., Milon, M. R. K., & Mitu, R. K. (2022). Exploring Bangladeshi university students’ willingness to communicate (WTC) in English classes through a qualitative study. Asian-Pacific Journal of Second and Foreign Language Education, 7, Article 2. https://doi.org/10.1186/s40862-022-00129-6
Alkhateeb, A., Hezam, A. M. M., & Almuraikhi, A. A. (2025). Assessing the use of AI tools for EFL exam preparation at Saudi universities: Efficiency, benefits, and challenges. Cogent Education, 12(1), Article 2507553. https://doi.org/10.1080/2331186X.2025.2507553
Bensalem, E. (2022). The impact of enjoyment and anxiety on English-language learners’ willingness to communicate. Vivat Academia. Journal of Communication, 155, 91–111. https://doi.org/10.15178/va.2022.155.e1310
Chaisiri, P. (2023). Promoting Thai EFL Learners’ Willingness to Communicate in the Virtual Classroom Through Technology-Mediated Oral Tasks. LEARN Journal: Language Education and Acquisition Research Network, 16(1), 97–120. retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/263435
Dai, K., & Liu, Q. (2024). Leveraging artificial intelligence (AI) in English as a foreign language (EFL) classes: Challenges and opportunities in the spotlight. Computers in Human Behavior, 159, Article 108354. https://doi.org/10.1016/j.chb.2024.108354
Darasawang, P., & Reinders, H. (2021). Willingness to communicate and second language proficiency: A correlational study. Education Sciences, 11(9), Article 517. https://doi.org/10.3390/educsci11090517
Darmawansah, D., Rachman, D., Febiyani, F., & Hwang, G.-J. (2025). ChatGPT-supported collaborative argumentation: Integrating collaboration script and argument mapping to enhance EFL students’ argumentation skills. Education and Information Technologies, 30, 3803–3827. https://doi.org/10.1007/s10639-024-12986-4
Duong, T. T. U., & Nguyen, M. H. (2024). Students’ Perspective on Applying AI in English Learning and Teaching – A Study at UEH. ICTE Conference Proceedings, 5, 91–102. https://doi.org/10.54855/ictep.2458
Ebn-Abbasi, F., & Nushi, M. (2022). EFL learners’ grit, classroom enjoyment and their willingness to communicate: Iranian public school versus private English language institute learners. Asian-Pacific Journal of Second and Foreign Language Education, 7, Article 24. https://doi.org/10.1186/s40862-022-00150-9
Elahi Shirvan, M., Khajavy, G. H., MacIntyre, P. D., & Taherian, T. (2019). A meta-analysis of L2 willingness to communicate and its three high-evidence correlates. Journal of Psycholinguistic Research, 48(6), 1241–1267. https://doi.org/10.1007/s10936-019-09656-9
Fallah, N. (2014). Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modeling approach. Learning and Individual Differences, 30, 140–147. https://doi.org/10.1016/j.lindif.2013.12.006
Fathi, J., Rahimi, M., & Derakhshan, A. (2024). Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions. System, 121, Article 103254. https://doi.org/10.1016/j.system.2024.103254
Gayed, J. M. (2025). Educators’ perspective on artificial intelligence: Equity, preparedness, and development. Cogent Education, 12(1), Article 2447169. https://doi.org/10.1080/2331186X.2024.2447169
Goñi Osacar, E., & Lafuente-Millán, E. (2022). Sources of Foreign Language Anxiety in the student-teachers’ English classrooms: a case study in a Spanish university. Revista Electrónica De Lingüística Aplicada, 20(1), 155–176. Retrieved from https://matrix.aesla.org.es/RAEL/article/view/473
Hu, L., & Wang, Y. (2023). The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement. BMC Psychology, 11, Article 318. https://doi.org/10.1186/s40359-023-01378-x
Islam, S. M., & Stapa, M. B. (2021). Students’ low proficiency in spoken English in private universities in Bangladesh: Reasons and remedies. Language Testing in Asia, 11(1), Article 22. https://doi.org/10.1186/s40468-021-00139-0
Jeon, J., & Lee, S. (2024). The impact of a chatbot-assisted flipped approach on EFL learner interaction. Educational Technology & Society, 27(4), 218–234. https://doi.org/10.30191/ETS.202410_27(4).RP12
Jiang, M. Y. C., Jong, M. S. Y., Lau, W. W. F., Chai, C. S., & Wu, N. (2023). Effects of automatic speech recognition technology on EFL learners’ willingness to communicate and interactional features. Educational Technology & Society, 26(3), 37-52. https://doi.org/10.30191/ETS.202307_26(3).0004
Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2018). Role of the emotions and classroom environment in willingness to communicate: Applying doubly latent multilevel analysis in second language acquisition research. Studies in Second Language Acquisition, 40(3), 605–624. https://doi.org/10.1017/S0272263117000304
Kim, A., & Su, Y. (2024). How implementing an AI chatbot impacts Korean as a foreign language learners’ willingness to communicate in Korean. System, 122, Article 103256. https://doi.org/10.1016/j.system.2024.103256
Lee, J. S., & Hsieh, J. C. (2019). Affective variables and willingness to communicate of EFL learners in in-class, out-of-class, and digital contexts. System, 82, 63–73. https://doi.org/10.1016/j.system.2019.03.002
Li, D., & Zhao, Y. (2025). Artificial intelligence applications for oral communication skills in EFL contexts: A systematic review. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-025-01023-8
MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52(3), 537–564. https://doi.org/10.1111/1467-9922.00194
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
Peng, J.-E., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language Learning, 60(4), 834–876. https://doi.org/10.1111/j.1467-9922.2010.00576.x
Riasati, M. J. (2018). Willingness to speak English among foreign language learners: A causal model. Cogent Education, 5(1), Article 1455332. https://doi.org/10.1080/2331186X.2018.1455332
Rostami, G., Kashanian, V., & Gholami, H. (2016). The relationship between language proficiency and willingness to communicate in English in an Iranian EFL context. Journal of Applied Linguistics and Language Research, 3(2), 166–176. http://jallr.com/index.php/JALLR/article/download/283/pdf283
Sato, R. (2023). Japanese EFL speakers’ willingness to communicate in L2 conversations: The effects of code-switching and translanguaging. TESL-EJ, 27(3), 1-22.https://doi.org/10.55593/ej.27107a5
Savaşçı, M. (2014). Why are some students reluctant to use L2 in EFL speaking classes? An action research at tertiary level. Procedia - Social and Behavioral Sciences, 116, 2682–2686. https://doi.org/10.1016/j.sbspro.2014.01.635
Solhi, M. (2024). The impact of EFL learners’ negative emotional orientations on (un)willingness to communicate in in-person and online L2 learning contexts. Journal of Psycholinguistic Research, 53(2), Article 26. https://doi.org/10.1007/s10936-024-10071-y
Tai, T. Y., & Chen, H. H. J. (2024). Navigating elementary EFL speaking skills with generative AI chatbots: Exploring individual and paired interactions. Computers & Education, 220, Article 105112. https://doi.org/10.1016/j.compedu.2024.105112
Tavakoli, E., & Davoudi, M. (2017). Willingness to communicate orally: the case of Iranian EFL learners. Journal of Psycholinguistic Research, 46(6), 1509–1527. https://doi.org/10.1007/s10936-017-9504-0
Tran, T. N. P. (2024). The Influence of the ChatterKid App on the English-speaking Skills of Tertiary Students. ICTE Conference Proceedings, 5, 1–11. https://doi.org/10.54855/ictep.2451
Vo, T. Q. N., & Tran, K. M. A. (2025). The Effectiveness of Applying AI to Online Teaching English: From Students and Teachers’ Perspectives. ICTE Conference Proceedings, 9, 20–35. https://doi.org/10.54855/979-8-9870112-9-4_2
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. and Trans.). Harvard University Press.
Welesilassie, M. W., & Nikolov, M. (2024). The relationship among EFL learners’ motivational self-system, willingness to communicate, and self-assessed proficiency at an Ethiopian preparatory high school. Heliyon, 10(2), Article e24171. https://doi.org/10.1016/j.heliyon.2024.e24171
Xu, J., & Liu, Q. (2025). Uncurtaining windows of motivation, enjoyment, critical thinking, and autonomy in AI-integrated education: Duolingo vs. ChatGPT. Learning and Motivation, 102, Article 102100. https://doi.org/10.1016/j.lmot.2025.102100
Yang, L., & Zhao, S. (2024). AI-induced emotions in L2 education: Exploring EFL students’ perceived emotions and regulation strategies. Computers in Human Behavior, 159, Article 108337. https://doi.org/10.1016/j.chb.2024.108337
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. Modern Language Journal, 86(1), 54–66. https://doi.org/10.1111/1540-4781.00136
Zhang, C., Meng, Y., & Ma, X. (2024). Artificial intelligence in EFL speaking: Impact on enjoyment, anxiety, and willingness to communicate. System, 121(3), Article 103259. https://doi.org/10.1016/j.system.2024.103259
Zhang, Q., Nie, H., Fan, J., & Liu, H. (2025). Exploring the dynamics of artificial intelligence literacy on English as a foreign language learners’ willingness to communicate: The critical mediating roles of artificial intelligence learning self-efficacy and classroom anxiety. Behavioral Sciences, 15(4), Article 523. https://doi.org/10.3390/bs15040523
Zou, B., Du, Y., Wang, Z., Chen, J., & Zhang, W. (2023). An investigation into artificial intelligence speech evaluation programs with automatic feedback for developing EFL learners’ speaking skills. SAGE Open, 13(3), Article 21582440231193818. https://doi.org/10.1177/21582440231193818
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Dao Le Trong Nhan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the picte 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 proceedings' 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 proceedings.
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.
