VIETNAM NATIONAL UNIVERSITY, HANOI
INTERNATIONAL SCHOOL
STUDENT RESEARCH PROPOSAL
INVESTIGATION OF AI TOOL IMPACT ON SELF-DIRECTED
LEARNING FOR SPEAKING SKILL AMONG ENGLISH MAJOR
STUDENTS AT VNU-INTERNATIONAL SCHOOL
Team Leader: Nguyen Minh Quan
ID: 23070454
Class: BEL2023C
Hanoi, November 6th, 2024
1. Team Member: (no more than 5 people)
No Full name ID Class Signature
1 Nguyen Minh Quan 23070454 BEL2023C
2 Nguyen Phuong Thao 23070094 BEL2023B
3 Hoang Thi Kim Thuy 23070234 BEL2023C
4 Tran Lan Anh 23071282 BEL2023A
Nguyen Duc Khoi
5 23070284 BEL2023B
Nguyen
2. Introduction (Literature review, issues, maximum 300 words)
In the contemporary educational landscape, the integration of artificial intelligence (AI) tools
is profoundly transforming language acquisition methodologies. For students majoring in
English, developing advanced speaking skills is essential, and self-directed learning has
become a critical approach to achieve language proficiency. However, there is little
knowledge on how ChatGPT tool particularly influences this self-regulated learning process
especially in the speaking skills. This research aims to analyze the effects of the ChatGPT
tool on the learning activities of the English major students at the Vietnam National
University, International School (VNU-IS). It investigates how ChatGPT technologies
enhance or constrain student’s autonomy in developing their speaking skills, examining
aspects such as feedback, practical engagement, and learner motivation. As a result, this
research aims to reveal both the advantages and limitations of employing ChatGPT in
language education and to propose strategies for effectively integrating AI into a self-directed
learning process.
3. The necessity of research project
The rapid advancement of artificial intelligence (AI) has significantly impacted education,
with tools like chatbots showing promise for supporting self-directed learning, particularly in
language development. However, the integration of AI in specialized environments, such as
the English major program at Vietnam National University, International School (VNU-IS),
remains largely unstudied. This lack of research limits the understanding of AI’s potential in
enhancing specific learning goals for these students.
According to studies on AI in education, mainly conducted between 2020 and 2022, these
research often focus on general impacts and were completed when tools like ChatGPT were
still developing. Consequently, they may not capture the full potential of modern AI to
support students in generating ideas for speaking—a crucial skill for English majors.
Although AI can aid both receptive skills (reading, listening) and productive skills
(speaking), no study has compared AI's impact across these skills in a single context. This
gap highlights the need to examine how AI specifically assists idea generation for speaking
versus more passive skills.
If this gap remains unaddressed, English major students at VNU-IS may encounter challenges
in fully developing their speaking competencies, limiting their preparedness for effective
global communication. Additionally, without AI integration, students may miss out on tools
that enhance self-directed learning, leading to reduced engagement and academic outcomes.
This research is essential to ensure that students maximize the benefits of AI advancements
and improve their learning experiences and language proficiency.
4. Research Objectives and Scope
This study’s findings will provide BEL students with a useful solution for self-learning
English Speaking. AI ways of studying speaking can offer many advantages far superior to
traditional means. They provide personalized feedback and can be used anywhere, anytime.
This study will help to find the best learning techniques for improving fluency, confidence,
and pronunciation in speaking English that can be applied immediately to self-study
programs.
The findings of this study will also contribute new knowledge about how AI can support
language learning, as well as, how we can integrate AI learning tools effectively into our
curriculum in VNU-International School. They can aid the school to better understand AI as a
tool for education and utilize it in the process of teaching. This may lead to the creation of
English courses, where they are much less reliant on human lecturers.
To achieve these objectives, the research questions outlined below will be explored.
● Compared to traditional methods, how does the use of AI tools impact self-directed
speaking skill development for Business English Language (BEL) students at
VNU-International School?
● To what extent does engagement with AI assistants enhance students' motivation and
overall effectiveness in practicing English-speaking skill ?
The study utilizes online AI-based learning tools and a survey platform, enabling broad
accessibility for a diverse demographic of BEL students. Conducting the study online allows
participants the flexibility to engage in practice sessions and complete the survey at their
convenience, promoting both ease of participation and adaptability in their learning routines.
5. Research Methods
The research is based on data collected from a sample of 250 respondents from a sample of
English major students at Vietnam National University – International School (VNU-IS).
Data will be collected via online surveys and semi-structured interviews on ChatGPT usage
to gain deeper insights. Furthermore, data will be analyzed with t-test tools like SPSS, Excel
and Nvivo, using statistical and thematic analysis for measuring. This methodology will make
a comprehensive picture of how AI tools impact self-directed learning in speaking skills for
English major students at VNU-IS.
6. Research Content
This research is structured into five primary chapters. Chapter 1 presents an overview of the
study’s background, including objectives, research questions, methodology, techniques, and
the overall structure of the study.
Chapter 2 focuses on the literature review, providing a comprehensive analysis of previous
studies on AI tools in educational support and their effects on students’ autonomous learning
across different skills. This chapter investigates essential concepts such as self-directed
learning, AI tools, and language skills, specifically examining the relationship between AI
usage and the development of speaking skills while contrasting this with the reception-based
processes in reading and listening skills. Hypotheses and research gaps identified in the
literature are discussed at the end of the chapter to build a solid foundation for the present
study.
Chapter 3 details the research methodology, encompassing the data collection and cleaning
processes, exploratory data analysis, and comparative and multivariate analysis techniques
used to assess the impact of AI on self-directed learning in speaking skills versus reading and
listening skills. These methods are aimed at ensuring the reliability and validity of the
findings.
Chapter 4 presents the results of data analysis, discussing the findings in relation to the
research questions and initial hypotheses. This chapter clarifies how AI tools aid students in
self-directed learning for speaking (idea generation) and evaluates differences compared to
reading and listening skills, which primarily involve idea reception.
Finally, Chapter 5 concludes with insights and specific recommendations for optimizing the
application of AI tools to support students’ self-directed learning in speaking skills. This
chapter also discusses the study’s implications for students and proposes directions for future
research to expand understanding of AI’s impact on various aspects of self-directed language
learning.
7. Expected results
The anticipated outcomes demonstrate that a considerable number of English language
learners are making use of Chat GPT to raise their speaking proficiency and interact with
assurance. This demonstrates how AI is used in speaking, which is popular among students
pursuing various majors as well as English in general. In addition, it has a very efficient
production rate, using new, pioneering AI technology strategies like standard Chat GPT is a
recent development, that helps them achieve better. It can strengthen weaker areas and
enhance effective speaking use for navigating and using everyday technology. It is evident
from the findings that Chat GPT is currently adding progressive and useful features that are
guaranteed to attract both users and BEL students, and this application will grow in
popularity over the years. Regarding those who use AI-based methods to study speaking and
others who use traditional methods to study reading and listening experience many
differences. With the aim of using AI-based speaking tools often provide enhanced fluency
with frequent practice, so they will give judgment-free practice and real-time feedback. For
traditional speaking methods, this is not a useful way when students make use of AI due to a
large number of reasons. This research is about speaking in Chat GPT approaches and
significant technological breakthroughs that increase BEL students' efficiency.
The study hypothesizes that students who utilize AI-based methods will see notable
improvements compared to using traditional methods. It is expected that BEL students who
use AI-based methods of studying speaking will be more eager to self-study compared to
those who engage in traditional methods. Through AI, students are expected to be more
motivated and study more effectively, leading to higher speaking scores and proficiency.
Advisor Team Leader
(Signed with full name) (Signed with full name)
Confirmation by Faculty
