Redefining Teacher Roles in AI-driven Informal English Learning: Perspectives from Vietnamese EFL Educators

Abstract

This exploratory mixed-methods study investigates Vietnamese EFL educators’ perceptions of AI-driven informal English learning by examining their attitudes toward students’ AI-mediated learning, perceived changes in pedagogical roles, professional challenges, and institutional support needs. Drawing on survey data from a sample of 36 Vietnamese EFL teachers across diverse educational contexts, the study examines attitudes toward AI-mediated informal learning, perceived shifts in pedagogical responsibilities, professional challenges, and institutional support needs. Quantitative findings reveal that the majority of educators recognize the value of AI tools in enhancing students’ motivation and autonomous learning, while also acknowledging a clear shift toward facilitative rather than directive teaching roles. Educators express strong consensus that critical guidance, specific professional training, and institutional support are essential for navigating AI-driven informal learning contexts effectively. Qualitative narrative responses further illuminate the nuanced experiences, challenges, and adaptive practices of educators engaging with students who independently use AI tools. Findings highlight teachers’ recognition of the need to facilitate, complement, and critically guide students’ AI-mediated informal learning processes. While findings are based on a convenience sample and should not be generalized beyond the study population, they provide preliminary insights into how Vietnamese educators are beginning to conceptualize and respond to AI-driven informal language learning. Implications for teacher education and professional development are discussed, emphasizing the preparation of educators for effective engagement with AI-driven language learning contexts.