Empirical Research Trends in the Use of AI Chatbots in EFL Teaching and Learning in Vietnam: A Systematic Review
DOI:
https://doi.org/10.54855/paic.24623Keywords:
Empirical research trends, AI Chatbots in EFL classrooms, Vietnam, systematic reviewAbstract
Since the creation of ELIZA in 1966 and the groundbreaking launch of ChatGPT in 2022, AI chatbots have advanced and found applications across various fields, including English language education, prompting numerous studies. This paper presents the first systematic review of empirical studies concerning AI chatbots in EFL teaching and learning within Vietnam, adopting the PRISMA flowchart model (Moher et al., 2009) for article selection, and thematic analysis for data analysis. Findings reveal that, although limited, the number of empirical studies on AI chatbots in English education in Vietnam has been growing, with around a quarter published in Scopus-indexed journals or book series. Research settings varied, with Ho Chi Minh City being the most common location. ChatGPT was the dominant AI chatbot, and AI chatbots’ influence on students’ English learning was the most explored topic. Undergraduates and university lecturers were the primary participants, and the mixed-method approach, particularly using questionnaires with or without interviews, was the most commonly employed methodology.
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