"ENGLISH-MAJORED STUDENTS’ ACCEPTANCE OF AI AND BARRIERS TO ITS USE IN ENHANCING RESEARCH CREATIVITY"

Abstract

"With the rapid adoption of artificial intelligence (AI) in higher education globally, increasing attention has been given to how students perceive and use AI in academic activities, especially in research projects. To answer this question, this paper examines whether English-majored students accept the use of AI to enhance creativity in research and the barriers that prevent them from using AI effectively. The study employed mix-methods design to survey 134 fourth-year students (using a structured questionnaire) based on the Artificial Intelligence Acceptance and Usage in Research Creativity Scale (AIA&RCS). The qualitative was used in comparison with the quantitative data to triangulate the results of the quantitative and to add some further insight into the possible barriers that cannot be completely represented by the data of surveys. Quantitative findings showed that the degree of acceptance is mostly high, and perceived usefulness proved to be the most effective predictor of the willingness of students to use AI. Students assumed that AI assisted in the quality of research, the generation of ideas, and efficiency. Nonetheless, trust and ethical issues were also present because students were concerned with the accuracy of AI, possible biases, the reduction in team connections and the possibility of reducing human creativity. Qualitative results revealed other obstacles such as the perception that AI is not needed to perform tasks that involve contextual interpretation or critical thinking, lack of motivation because of AI hallucinations, time, lack of ability to write the prompt, technical issues, the preference of traditional research practices, and cases involving outdated AI-generated results. In spite of these challenges, students had a powerful desire to apply AI as a supporting tool but not a substitute of the human process of reasoning. The analysis presents the context-dependent evidence of the AI acceptance among English-majored learners in Vietnam and emphasizes the necessity of the AI literacy training, ethical guidance, and integration into the curriculum to facilitate the responsible and effective use of AI in research."