لخّصلي

This study explores university students' experiences and perceptions of using artificial intelligence (Al) tools for learning English and their comparison with traditional methods.A total of 100 non-English major students participated in a questionnaire and ten semi-structured interviews to gain in- depth insights into students' attitudes toward learning English with Al tools and in conventional classrooms.The most frequently used Al tools were Google Translate, ChatGPT, Duolingo, and Grammarly.

This study explores university students' experiences and perceptions of using artificial intelligence (Al) tools for learning
English and their comparison with traditional methods. A mixed-methods design was used to collect data from two universities in Ho Chi Minh city,
Vietnam. A total of 100 non-English major students participated in a questionnaire and ten semi-structured interviews to gain in-
depth insights into students' attitudes toward learning English with Al tools and in conventional
classrooms. The most frequently used Al tools were Google Translate, ChatGPT, Duolingo, and Grammarly. The primary purposes for Al uses were to support writing assignments, improve vocabulary, and assist with translation.
Students generally perceived Al tools as beneficial, with vocabulary, reading, and writing self-reported as the most improved skills. Moderate concerns were raised
regarding the trust of Al-created content and the need for guided support in optimizing
Al-based learning experiences.