Generative AI in ESP Learning Tasks: Vietnamese University Students’ Perceptions

Abstract Book of the 11th International Conference on Advanced Research in Teaching and Education

Year: 2026

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Generative AI in ESP Learning Tasks: Vietnamese University Students’ Perceptions

Dr. Phuong Nguyen

ABSTRACT:

The rapid development of generative artificial intelligence (GenAI) has created new opportunities for supporting English language learning, particularly in English for Specific Purposes (ESP) contexts where students are expected to use English for practical and professional communication. Using Technology Acceptance Model (TAM) and principles of Task-based language teaching (TBLT) approach, this study investigates Vietnamese university business students’ perceptions of using GenAI tools to support business-related poster and presentation design task. It examines students’ perceptions on AI support, emotional and motivational responses, task experience, and challenges during the process of using AI to support ESP learning.
Data were collected through a questionnaire administered immediately after the learning task, with 62 valid responses included in the analysis. Descriptive and inferential statistical analyses showed that students generally perceived GenAI tools positively, particularly in terms of AI support and task experience. The three main constructs, AI support, emotional impact, and task experience, showed good internal consistency, with Cronbach’s alpha values ranging from .841 to .879. Perceived AI usefulness was positively associated with students’ motivation, confidence, and task interest, while difficulty using AI was linked to difficulty in expressing ideas.
The findings suggest that GenAI tools can support ESP learning tasks by enhancing students’ engagement and confidence. However, effective AI-supported learning requires clear teacher guidance, particularly in helping students use AI tools critically, evaluate AI-generated content, and develop their own ideas. By providing empirical evidence from a Vietnamese ESP context, the study contributes to current discussions on GenAI-assisted language learning in similar contexts, especially in ESP field, and highlights the need for pedagogically guided AI integration that supports learner engagement while developing students’ critical and independent use of AI tools.

Keywords: Generative AI, ESP, English Language Learning, Student Perceptions, Task-Based Language Teaching, Higher Education