Exploring ChatGPT Literacy among Pre-Service English Teachers in Vietnam
Main Article Content
Abstract
This study investigates the ChatGPT literacy of Vietnamese pre-service EFL teachers. A mixed-methods approach was employed. An adapted questionnaire was administered to 112 pre-service English teachers at a Vietnamese university, followed by semi-structured interviews with 12 participants. Quantitative results revealed a moderate overall level of ChatGPT literacy, with the highest scores in benefits and limitations, and lowest scores in prompts and assessment. Qualitative findings also revealed teachers’ solid understanding of ChatGPT’s advantages and disadvantages, as well as their ability to critically evaluate its outputs and consider ethical issues in the context of language teaching. However, the teachers recognized their own limitations, especially in areas such as crafting effective prompts and designing assessments. These findings underscore the need for targeted training programs and policies to enhance Vietnamese pre-service EFL teachers’ ChatGPT literacy.
Keywords
Artificial intelligence (AI), ChatGPT literacy, English as a Foreign Language (EFL), teacher education, Vietnamese pre-service teachers.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
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Pan, Z., & Wang, Y. (2025). From technology‐challenged teachers to empowered digitalized citizens: Exploring the profiles and antecedents of teacher ai literacy in the Chinese EFL context. European Journal of Education, 60(1), e70020. https://doi.org/10.1111/ejed.70020
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Qu, K., & Wu, X. (2024). ChatGPT as a CALL tool in language education: A study of hedonic motivation adoption models in English learning environments. Education and Information Technologies, 29(15), 19471-19503. https://doi.org/10.1007/s10639-024-12598-y
Roumeliotis, K. I., & Tselikas, N. D. (2023). Chatgpt and open-ai models: A preliminary review. Future Internet, 15(6), 192. https://doi.org/10.3390/fi15060192
Vargas-Murillo, A. R., Pari-Bedoya, I. N. M. D. L. A., & Guevara-Soto, F. D. J. (2023). Challenges and opportunities of AI-assisted learning: A systematic literature review on the impact of ChatGPT usage in higher education. International Journal of Learning, Teaching and Educational Research, 22(7), 122–135. https://doi.org/ 10.26803/ijlter.22.7.7
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Vo, A., & Nguyen, H. (2024). Generative artificial intelligence and ChatGPT in language learning: EFL students' perceptions of technology acceptance. Journal of University Teaching and Learning Practice, 21(6), 199-218. https://doi.org/10.53761/fr1rkj58
Werse, N. R., & Smith, J. C. (2025). Nothing new under the Sun: Generative AI and educator anxiety over academic dishonesty. Impacting education: Journal on Transforming Professional Practice, 10(1), 90-95. https://doi.org/10.5195/ie.2025.484
Yang, Z., Wu, J. G., & Xie, H. (2024). Taming Frankenstein’s monster: Ethical considerations relating to generative artificial intelligence in education. Asia Pacific Journal of Education, 1–14. https://doi.org/10.1080/02188791.2024.2331234
Zaim, M., Arsyad, S., Waluyo, B., Ardi, H., Al Hafizh, M., Zakiyah, M., Syafitri, W., Nusi, A., & Hardiah, M. (2024). AI-powered EFL pedagogy: Integrating generative AI into university teaching preparation through UTAUT and activity theory. Computers and Education: Artificial Intelligence, 7, 100335. https://doi.org/10.1016/j.caeai.2024.100335
Alharbi, M. K., Syed, W., Innab, A., Basil A. Al-Rawi, M., Alsadoun, A., & Bashatah, A. (2024). Healthcare students attitudes opinions perceptions and perceived obstacles regarding ChatGPT in Saudi Arabia: a survey‑based cross‑sectional study. Scientific Reports, 14(1), 22800. https://doi.org/10.1038/s41598-024-73359-y
Alomari, E. (2024). Unlocking the potential: a comprehensive systematic review of ChatGPT in natural language processing tasks. Computer Modeling in Engineering & Sciences, 141(1), 43. https://doi.org/10.32604/cmes.2024.052256
Amin, M. Y. M. (2023). AI and Chat GPT in language teaching: Enhancing EFL classroom support and transforming assessment techniques. International Journal of Higher Education Pedagogies, 4(4), 1–15. https://doi.org/10.33422/ijhep.v4i4.554
Athanassopoulos, S., Manoli, P., Gouvi, M., Lavidas, K., & Komis, V. (2023). The use of ChatGPT as a learning tool to improve foreign language writing in a multilingual and multicultural classroom. Advances in Mobile Learning Educational Research, 3(2), 818-824. https://doi.org/10.25082/AMLER.2023.02.009
Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
Baskara, R., & Mukarto, M. (2023). Exploring the implications of ChatGPT for language learning in higher education. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(2), 343-358. http://repository.usd.ac.id/id/eprint/46291
Bonner, E., Lege, R., & Frazier, E. (2023). Large language model-based artificial intelligence in the language classroom: Practical ideas for teaching. Teaching English with Technology, 23(1), 23-41. 10.56297/BKAM1691/WIEO1749
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Chan, C. K. Y., & Lee, K. K. (2023). The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and millennial generation teachers?. Smart learning environments, 10(1), 60. https://doi.org/10.48550/arXiv.2305.02878
Chiu, T. K. (2024). The impact of generative AI (GenAI) on practices, policies and research direction in education: A case of ChatGPT and midjourney. Interactive Learning Environments, 32(10), 6187-6203. https://doi.org/10.1080/10494820.2023.2253861
Ciampa, K., Wolfe, Z. M., & Bronstein, B. (2023). ChatGPT in education: Transforming digital literacy practices. Journal of Adolescent & Adult Literacy, 67(3), 186-195. https://doi.org/10.1002/jaal.1310
Crawford, J., Allen, K. A., Pani, B., & Cowling, M. (2024). When artificial intelligence substitutes humans in higher education: The cost of loneliness, student success, and retention. Studies in Higher Education, 49(5), 883–897. https://doi.org/10.1080/03075079.2024.2326956
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.
Feng, L., Liu, M., & Hou, W. (2025). EFL teachers' acceptance of generative artificial intelligence in teaching and academic research: Use experience as moderator. European Journal of Education, 60(3), e70205. https://doi.org/10.1111/ejed.70205
Kim, R. (2025). Generational gap in accepting AI integration in Korean EFL classrooms: Comparing pre-service and in-service teachers within technology acceptance model. Modern English Education (현대영어교육), 26, 113-129. https://doi.org/10.18095/meeso.2025.26.1.113
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). Exploring generative artificial intelligence preparedness among university language instructors: A case study. Computers and Education: Artificial Intelligence, 5, 100156. https://doi.org/10.1016/j.caeai.2023.100156
Korzynski, P., Mazurek, G., Krzypkowska, P., & Kurasinski, A. (2023). Artificial intelligence prompt engineering as a new digital competence: Analysis of GenAI technologies such as ChatGPT. Entrepreneurial Business and Economics Review, 11(3), 25–37. https://doi.org/10.15678/EBER.2023.110302
Liu, Q., Jiang, M., Wang, Y., & He, L. (2025). AI literacy in shadow education: exploring Chinese EFL practitioners’ perceptions and experiences. Journal of China Computer-Assisted Language Learning, (0). https://doi.org/10.1515/jccall-2025-0011
Ma, Q., Crosthwaite, P., Sun, D., & Zou, D. (2024). Exploring ChatGPT literacy in language education: A global perspective and comprehensive approach. Computers and Education Artificial Intelligence, 7, 100278. https://doi.org/10.1016/j.caeai.2024.100278
Moqbel, M. S. S., & Al-Kadi, A. M. T. (2023). Foreign language learning assessment in the age of ChatGPT: A theoretical account. Journal of English Studies in Arabia Felix, 2(1), 71–84. https://doi.org/10.56540/jesaf.v2i1.62
Pan, Z., & Wang, Y. (2025). From technology‐challenged teachers to empowered digitalized citizens: Exploring the profiles and antecedents of teacher ai literacy in the Chinese EFL context. European Journal of Education, 60(1), e70020. https://doi.org/10.1111/ejed.70020
Pham, V. P. H., & Le, A. Q. (2024). ChatGPT in language learning: Perspectives from Vietnamese students in Vietnam and the USA. International Journal of Language Instruction, 3(2), 10-54855. https://doi.org/10.54855/ijli.24325
Qu, K., & Wu, X. (2024). ChatGPT as a CALL tool in language education: A study of hedonic motivation adoption models in English learning environments. Education and Information Technologies, 29(15), 19471-19503. https://doi.org/10.1007/s10639-024-12598-y
Roumeliotis, K. I., & Tselikas, N. D. (2023). Chatgpt and open-ai models: A preliminary review. Future Internet, 15(6), 192. https://doi.org/10.3390/fi15060192
Vargas-Murillo, A. R., Pari-Bedoya, I. N. M. D. L. A., & Guevara-Soto, F. D. J. (2023). Challenges and opportunities of AI-assisted learning: A systematic literature review on the impact of ChatGPT usage in higher education. International Journal of Learning, Teaching and Educational Research, 22(7), 122–135. https://doi.org/ 10.26803/ijlter.22.7.7
Vera, F. (2023). Integrating Artificial Intelligence (AI) in the EFL classroom: Benefits and challenges. Transformar, 4(2), 66-77. https://www.revistatransformar.cl/index.php/transformar/article/view/93
Vo, A., & Nguyen, H. (2024). Generative artificial intelligence and ChatGPT in language learning: EFL students' perceptions of technology acceptance. Journal of University Teaching and Learning Practice, 21(6), 199-218. https://doi.org/10.53761/fr1rkj58
Werse, N. R., & Smith, J. C. (2025). Nothing new under the Sun: Generative AI and educator anxiety over academic dishonesty. Impacting education: Journal on Transforming Professional Practice, 10(1), 90-95. https://doi.org/10.5195/ie.2025.484
Yang, Z., Wu, J. G., & Xie, H. (2024). Taming Frankenstein’s monster: Ethical considerations relating to generative artificial intelligence in education. Asia Pacific Journal of Education, 1–14. https://doi.org/10.1080/02188791.2024.2331234
Zaim, M., Arsyad, S., Waluyo, B., Ardi, H., Al Hafizh, M., Zakiyah, M., Syafitri, W., Nusi, A., & Hardiah, M. (2024). AI-powered EFL pedagogy: Integrating generative AI into university teaching preparation through UTAUT and activity theory. Computers and Education: Artificial Intelligence, 7, 100335. https://doi.org/10.1016/j.caeai.2024.100335