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| Main Author: | |
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| Format: | Recurso digital |
| Language: | English |
| Published: |
Zenodo
2025
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| Subjects: | |
| Online Access: | https://doi.org/10.5281/zenodo.16532299 |
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Table of Contents:
- <h4>Abstract :</h4> <p>This study investigates how artificial intelligence (AI) influences the English‑learning processes of third‑year Business English majors at Nguyen Tat Thanh University (NTTU). A mixed‑methods design was employed, comprising an online survey (n = 34) and semi‑structured interviews (n = 15). Quantitative data were analyzed using SPSS 26, yielding Cronbach’s α = .984, and qualitative responses underwent thematic analysis. Students reported that AI tools (e.g., ChatGPT, Grammarly) enhanced personalized learning (44.1 %), provided instant feedback (17.6 %), and increased motivation (17.6 %). Interview themes highlighted efficiency gains, richer access to specialized Business English materials, and greater communicative confidence. These findings demonstrate AI’s pedagogical value in Business English instruction and suggest that integrating AI‑powered platforms can optimize curriculum design. Future research should compare AI‑mediated and traditional teaching to assess long‑term learning outcomes.</p>