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Vietnamese Non-English Majors’ Perceptions of the Impact of ChatGPT on Self-Directed Learning: A Study at a Public College

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ChatGPT has attracted considerable interest from educators and researchers in teaching English as a foreign language; however, there is not much empirical evidence about the effects of ChatGPT on EFL learners’ self-directed learning. The current study explores the impact of ChatGPT on self-directed learning among EFL learners in a Vietnamese public college. A mixed-methods research design was used. Both quantitative and qualitative data were collected through a questionnaire and semi-structured interviews through the participation of 144 non-English majors. Data were analyzed quantitatively through descriptive statistics and qualitatively through thematic analysis. Findings revealed that non-English majors mostly used ChatGPT for self-study, language practice, and answer verification. Furthermore, ChatGPT had a moderate positive effect on self-directed learning among participants, especially in terms of personal responsibility and self-regulation. However, ChatGPT’s role in promoting learner autonomy was rather insignificant. The findings imply that ChatGPT may be efficiently integrated into English learning, provided it is done alongside pedagogical guidance and critical assessment of ChatGPT responses by learners.

Effects of learning culture on English language learning by EFL students at HCMC College of Economics

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The concept of culture encompasses the way people live, including their customs, attitudes, lifestyles, traditions, beliefs, norms, and values within their society (Brown, 2007). Members of a group are aware of the rules of proper and impolite behavior and understand how to use language in various social situations based on a shared set of values, beliefs, and norms. Consequently, languages are used differently depending on the culture. This study aimed to explore the perspectives of Vietnamese students studying English as a Foreign Language (EFL) at HCMC College of Economics on how integrating cultural learning into their English language education influences their learning experience. The research seeks to provide valuable insights into the role of cultural integration in English language education for Vietnamese students. To achieve this, the paper employed quantitative research methods to assess students’ perceptions regarding the importance of incorporating cultural aspects of the English language into their learning process. Additionally, the study examined how the integration of cultural learning impacts the English language proficiency of EFL students. Furthermore, to analyze and interpret the results, the paper recommends employing a qualitative approach, utilizing concepts or findings from previous research to support the data. Based on a population size of 168 students who are third-year English major at Ho Chi Minh City College of Economics, Ho Chi Minh City. The analysis results indicate that students positively value the importance of culture learning in English learning. Also, there is a strong correlation between students’ perceptions for cultural learning, their cultural knowledge, and their English learning progress.