Trust Dynamics of Vietnamese EFL Teachers towards AI-Driven Educational Tools

Abstract

With the proliferation of Artificial Intelligence (AI) in educational realms, understanding trust dynamics is paramount, especially within diverse cultural contexts. This qualitative study delved into the perspectives of nine Vietnamese EFL teachers from two higher educational institutions, aiming to uncover the challenges and considerations in building trust towards AI-driven educational tools. Utilizing semi-structured interviews, the research was anchored on two theoretical frameworks: the Technology Acceptance Model and the Sociocultural Theory. Four predominant themes surfaced: the trust dichotomy in AI’s personalized learning capacity, AI’s interpretation of cultural context, the transparency of AI decision-making, and the interplay of AI’s emotional intelligence in trust-building. Findings revealed that while there is acknowledgment of AI’s potential, genuine trust hinges on its ability to capture the sociocultural and emotional essence of language learning. Teachers yearn for AI tools that are culturally attuned, emotionally responsive, and transparent in their methodologies