Abstract
The study aimed to determine the use of AI tools in English Language Class and its impact on the learning engagement of students at Vinschool Hanoi, Vietnam. The respondents of the study were students at Vinschool Hanoi, Vietnam. The researcher purposively selects forty (40) students. The respondents determined the common artificial intelligence tools used by English language teachers and assess the level of learning engagement of students before and after the use of Artificial Intelligence tools in English Language class in terms of participation and involvement, motivation and interest, collaboration and communication, skill development, and feedback utilization. Moreso, the researcher utilized the level of performance of students as revealed by their final grade in English. The researcher used the non-probability sampling utilizing the purposive sampling technique in determining the respondents of the study. The findings revealed that English teachers employ AI tools like Flipped Classroom platforms, Grammarly, and Kahoot. Also, students exhibit significant engagement with artificial intelligence tools in English language classes including participation, motivation, collaboration, skill growth, and feedback application. Moreso, the level of learning engagement of students in English Language class before and after the use of Artificial Intelligence tools is significantly unique in terms of motivation and interest, engagement and participation, collaboration and communication, skill development, and feedback utilization. The utilization of AI techniques has a profound effect on the level of student engagement with English language education. Further, high performance and fluency in the English language are demonstrated by the students' final English grades. Moreover, a substantial correlation exists between the degree of learning facilitated by Artificial Intelligence technologies and the academic success of pupils, as indicated by their final grades in English. As an outcome of the findings and the conclusions, the following recommendations were enumerated: Teachers may use AI-powered applications to complement traditional teaching methods, tailoring activities that promote active participation and personalized learning experiences. Students may engage actively with AI applications by setting clear goals, such as mastering vocabulary or improving pronunciation, fostering a sense of ownership in their learning. School administrators may invest in infrastructure and devices to bridge the digital divide, making AI tools accessible to all students regardless of socioeconomic status.
