A structural model of Vietnamese EFL teachers’ readiness to integrate AI in English language teaching

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Discussion

Survey analysis reveals moderate competence and attitudes toward AI among teachers, indicating the need for systemic support.

Teachers showed moderate competence in using artificial intelligence, with institutional support being limited.
Perceived competence emerged as the strongest predictor of readiness, guiding development initiatives.
Younger teachers and those in private institutions demonstrated higher readiness levels for AI adoption.
The findings call for enhanced professional development to support sustainable AI integration in teaching.

Le Quang Dung (2025) studied this question.

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