From Language Teachers to AI-Enhanced Educators: Generative AI Self-Efficacy among Vietnamese EFL Teachers

Abstract

The increasing adoption of generative artificial intelligence (GenAI) has created new opportunities for English language teachers to enhance teaching effectiveness and professional productivity. However, limited research has examined teachers’ confidence in using these technologies. This study investigated the generative AI self-efficacy of Vietnamese EFL teachers in higher education. Using a quantitative descriptive survey design, data were collected from 258 in-service EFL teachers working at public and private universities across Vietnam. An adapted Vietnamese version of the Generative AI Self-Efficacy Scale (GAI-SES) was employed to measure two dimensions: GAI-assisted Teaching Self-Efficacy and GAI-assisted Professional Support Self-Efficacy. Descriptive statistics revealed that participants reported relatively high confidence in using generative AI for teaching-related purposes, particularly for translating and explaining English content, lesson planning, and instructional material development. In contrast, lower confidence levels were found in relation to prompt creation, learning new AI features, and using AI as a reflective partner for professional well-being. The findings suggest that Vietnamese EFL teachers primarily view generative AI as an instructional and productivity tool rather than a source of socio-professional support. Implications for AI-focused teacher professional development are discussed.