THI MY DUNG DANG
Foreign Trade University (Vietnam)
About
Ms Thi My Dung Dang (M.A, MBA) has been an English lecturer of Department of Foreign Languages, Foreign Trade University - Ho Chi Minh City Campus (Vietnam) for eighteen years. She has been actively involved in teaching the courses of English language skills, ESP (Business Correspondence, International Business Contracts, Business Communication, etc.). Her research focuses on English Language Teaching, Human Resources Management, and Credit Risk Management. She has received a Certificate of Recognition as a qualified lecturer teaching in the Bachelor of International Business and Trade (IBT) Program, the joint degree program between Mingchuan University and Foreign Trade University. Email: dangthimydung.hcmc@ftu.edu.vnSessions
Poster Presentation AI-Driven Tools in ESP: Successes and Setbacks in Boosting Oral Skills for Business Undergraduates more
The escalating demand for business graduates to communicate effectively in globalized settings underscores the need to strengthen listening and speaking skills in English for Specific Purposes (ESP). Traditional courses at Foreign Trade University HCMC Campus often favor content delivery over oral competence, but AI-driven tools integrated with multimedia present innovative opportunities. This study examines AI speech recognition, captioned business videos, digital storytelling, and podcasts to boost oral proficiency among undergraduates in Banking and Finance, Accounting, Business Administration, and Logistics majors, within ESP courses like English for Business Communication, Commercial Correspondence and International Business Contracts. Using a mixed-methods quasi-experimental design, the semester-long intervention merged authentic inputs (e.g., negotiation role-plays) with AI outputs (e.g., automated feedback on presentations). Pre- and post-tests measured quantitative gains, while reflections and interviews provided qualitative insights. Successes included marked improvements in fluency, pronunciation, and comprehension, plus enhanced motivation and confidence in workplace simulations like client meetings. Challenges included limitations in AI's recognition of accented speech, excessive dependence on the tools by learners, and early reluctance to adopt digital activities. This research advances CALL by adapting AI for business ESP, promoting learner-centered authenticity, and offering lessons for Vietnamese higher education curricula.
Presentation Challenges and Opportunities of Using ChatGPT in English for Specific Purposes: A Vietnamese University Case Study more
This study examines ChatGPT as a supportive tool for an ESP lecturer teaching first-year business students (B2-C1 proficiency, majors in Banking and Finance, Accounting, Business Administration, Logistics and Supply Chain Management) at Foreign Trade University, Vietnam. The tech-supported ESP course was delivered primarily via Microsoft Teams. The mixed-methods case study explores opportunities and challenges of integrating ChatGPT in teaching methods and assessment design (e.g., diverse question generation, formative feedback), alongside its potential influence on student outcomes in CALL contexts. Data were collected from 81 students, including Microsoft Teams interaction logs and materials, lecturer observations and reflective notes, student reflections, an open online quiz (n=50), and a final exam (n=50). Descriptive statistics showed quiz mean scores of 18.86/30 improving to 37.46/50 on the exam (average 37.2% gain). Qualitative findings highlighted ChatGPT's role in bridging content gaps, fostering critical thinking, and enabling personalized support, but also concerns regarding overreliance and ethical issues such as balanced use and academic integrity. While preliminary results suggest thoughtful integration of ChatGPT can enhance ESP instruction, the absence of control groups limits causal claims about learner progress. Future iterations will incorporate comparative cohorts. This case offers practical insights for practitioners navigating AI's opportunities and limitations in classrooms.