An Empirical Study of Artificial Intelligence Use in English for Specific Purposes (ESP): A Case of English-Major Students at Trade Union University

Abstract

This study examines the use of Artificial Intelligence (AI) in English for Specific Purposes (ESP) learning among English-major students at Trade Union University. Utilizing a mixed-methods approach incorporating both quantitative and qualitative research design, data were collected from 100 third- and fourth-year students through 5-point Likert scale questionnaires and openended questions. Quantitative data were analyzed using descriptive statistics, while qualitative responses were thematically interpreted to support and triangulate the findings. The results indicate that approximately 79% of students use AI frequently, with 94.2% relying on tools such as ChatGPT for summarizing academic materials and understanding specialized terminology. AI was found to significantly reduce cognitive load and support personalized learning. However, notable challenges were identified, including overreliance on AI, concerns about content accuracy, and risks to academic integrity. This study contributes empirically to the growing body of research on AI in ESP by highlighting the dual impact of AI in a specific educational context in Vietnam. It also proposes a conceptual shift toward fostering “critical AI literacy” and suggests pedagogical adjustments in assessment design.