This study was conducted to examine Vietnamese university lecturers’ perceptions and attitudes toward the use of ChatGPT in English teaching, focusing on their views of its effectiveness, challenges, and ethical concerns. The research employed a mixed-methods approach, combining survey questionnaires and semi-structured interviews with 25 English lecturers working at different universities across Vietnam. The survey explored dimensions such as perceived usefulness, practicality, and reliability of ChatGPT in classroom teaching, while the interviews provided richer insights into lecturers’ critical reflections and concerns. The findings indicate that the majority of lecturers expressed positive perceptions, acknowledging ChatGPT’s potential to provide immediate feedback, support personalized practice, and generate creative content that can enhance students’ writing and learning experiences. At the same time, their attitudes also revealed caution and skepticism. Several participants highlighted the limitations of AI-generated responses, including occasional inaccuracies, lack of contextual appropriateness, and risks of plagiarism or student dependency.
Chuyên et al. (2025) studied this question.