Download Full PDF

Vo Pham Thao Huong

Summit Education Center, Vietnam

Abstract

In Vietnam’s rapidly evolving educational landscape, integrating artificial intelligence (AI) into language instruction remains an emerging yet promising frontier. This study presents an AI-powered web platform for task delivery in an IELTS preparation course for intermediate learners (CEFR B1–B2) targeting band scores of 6.0–6.5. Conducted at a private language center in Hanoi, it examines how AI systems can transform task design and pedagogical roles in a traditionally teacher-led context. Over 12 weeks, 30 students completed IELTS-focused tasks via an AI-integrated platform featuring automated feedback (Writing and Speaking), adaptive practice (Reading and Listening), and individualized performance tracking. Learner progress and engagement were analyzed through learning analytics, teacher reflection logs, and final test scores. Quantitative data measured skill development, while qualitative data captured learner perceptions and instructional changes. Comparisons between pre-course diagnostics and end-course results showed statistically significant improvement, particularly in Writing and Speaking, where immediate AI feedback supported efficient self-correction and targeted practice. Learners also demonstrated increased autonomy, strategic awareness, and task persistence. Teachers reported a shift from traditional assessment roles to facilitators of personalized learning. The findings indicate that AI-enhanced task delivery enables meaningful pedagogical transformation, addressing learner diversity, reducing teacher workload, and improving outcomes. This study proposes a scalable, context-sensitive model for IELTS preparation and broader L2 instruction in Vietnam and Southeast Asia.

 

Keywords

AI in Vietnamese education, IELTS preparation, end-course assessment, task delivery innovation, learner outcomes, intermediate learners, teacher role transformation, applied linguistics