IJIET 2025 Vol.15(6): 1161-1171
doi: 10.18178/ijiet.2025.15.6.2319
doi: 10.18178/ijiet.2025.15.6.2319
“Fear of Missing out!”: Veteran EFL Teachers’ Perceptions of Using AI-Powered Tools in English Language Teaching
Trinh Quoc Lap1,*, Phan Ngoc Tuong Vy1, Nguyen Cao Bao Uyen2, and Le Cong Tuan1
1. School of Foreign Languages, Can Tho University, Can Tho, Vietnam
2. School of Foreign Languages, Cuu Long University, Vinh Long, Vietnam
Email: tqlap@ctu.edu.vn (T.Q.L.); vym1623063@gstudent.ctu.edu.vn (P.N.T.V.); nguyencaobaouyen86@gmailcom (N.C.B.U.); lctuan@ctu.edu.vn (L.C.T.)
*Corresponding author
2. School of Foreign Languages, Cuu Long University, Vinh Long, Vietnam
Email: tqlap@ctu.edu.vn (T.Q.L.); vym1623063@gstudent.ctu.edu.vn (P.N.T.V.); nguyencaobaouyen86@gmailcom (N.C.B.U.); lctuan@ctu.edu.vn (L.C.T.)
*Corresponding author
Manuscript received February 9, 2025; revised March 5, 2025; accepted March 19, 2025; published June 10, 2025
Abstract—The rapid advancement of AI and AI-powered tools has garnered global attention, promising transformative potential across various fields, including English Language Teaching. As AI integration in education accelerates, veteran teachers of English as a Foreign Language (EFL) may experience a “fear of missing out,” influencing their curiosity, skepticism, or urgency to adopt these tools. This exploratory case study, employing a mixed-methods approach, investigates (1) how veteran EFL teachers perceive AI-powered tools for language teaching, (2) how frequently they use these tools in EFL classrooms, and (3) their concerns and needs for AI integration in teaching. Qualitative insights were first gathered through narrative frame responses, offering an in-depth understanding of teachers’ perspectives, which then informed a survey to collect quantitative data for external validity. Findings reveal that veteran EFL teachers highly agree on the benefits of AI-powered tools, with 13 different applications reported being used for multiple purposes, primarily for pedagogical practices and, to a lesser extent, for professional development. Overall, they recognize AI’s potential but face challenges in their digital proficiency due to old age and AI-related ethical concerns in teaching and learning activities. The discussion presents the need for structured, sequential training programs alongside awareness-raising initiatives to support experienced teachers in effectively integrating AI tools into their teaching. These findings contribute to ongoing discussions on AI adoption in Vietnam’s EFL context and provide insights into strategies for assisting veteran teachers in navigating AI-enhanced pedagogy.
Keywords—AI-powered tools, English as a Foreign Language (EFL) teachers’ perception, Frequency of Usage, English Language Teaching (ELT)
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—AI-powered tools, English as a Foreign Language (EFL) teachers’ perception, Frequency of Usage, English Language Teaching (ELT)
Cite: Trinh Quoc Lap, Phan Ngoc Tuong Vy, Nguyen Cao Bao Uyen, and Le Cong Tuan, "“Fear of Missing out!”: Veteran EFL Teachers’ Perceptions of Using AI-Powered Tools in English Language Teaching," International Journal of Information and Education Technology, vol. 15, no. 6, pp. 1161-1171, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).