Presentation Beyond the Hype: A Mixed-Methods Analysis of Successes and Setbacks in AI-Assisted EFL Instruction in Vietnam more

With AI chatbots moving from novelty to mainstream instructional tool, it is imperative to determine what constitutes pedagogically "prevailing" and "failing". This study will investigate how Vietnamese EFL instructors use AI tools and the elements which contribute to success versus pedagogic "friction". Using UNESCO AI Competency Framework (2024) and TPACK, this sequential mixed-methods study (N = 40), used an online survey instrument followed by semi-structured interviews with eight of the most frequent users of AI tools. Data were analyzed to identify "critical incidents" - the specific moments when AI generated materials or responses did or did not enhance learning. The preliminary results indicate "prevails" are typically efficient adaptations of educational materials and diagnostic feedback; whereas, "fails" are most commonly identified with cognitive overload and task designs that are overly generic or not sufficiently contextualized. Furthermore, the study identifies how teacher identity and institutional constraints affect the outcomes of these processes. This research provides a realistic guide to AI adoption in the Global South. The study also provides practical design principles for teacher training programs, arguing for a movement beyond basic "tool literacy" to develop "AI pedagogical resilience", so that educators have the ability to adjust when technology does not meet educational objectives.