ENGLISH-MAJORED STUDENTS' PERCEPTIONS, CONFIDENCE DEVELOPMENT, AND SATISFACTION IN USING CHATGPT FOR SPEAKING PRACTICE: EVIDENCE FROM A VIETNAMESE UNIVERSITY

Abstract The rapid development of artificial intelligence (AI) has created new opportunities for language learning, particularly in the area of speaking practice. Among various AI-powered tools, ChatGPT has attracted considerable attention due to its ability to provide interactive conversations, immediate responses, and personalized learning experiences. This study investigates English-majored students’ perceptions, confidence development, and satisfaction regarding the use of ChatGPT for English speaking practice at Nguyen Tat Thanh University, Vietnam. A quantitative survey was conducted with 100 undergraduate English-major students who had experience using ChatGPT as a supplementary speaking practice tool. Descriptive statistical analysis was employed to examine students’ perceptions of usefulness, speaking improvement, confidence development, motivation, and overall satisfaction. The findings indicate that students generally hold positive attitudes toward ChatGPT-assisted speaking practice. Participants reported noticeable improvements in vocabulary use, pronunciation awareness, speaking confidence, and learning motivation. Most respondents appreciated the non-judgmental environment offered by ChatGPT, which allowed them to practice speaking without fear of embarrassment. Nevertheless, concerns regarding conversational naturalness, repetitive interactions, and occasional limitations in feedback quality were also identified. The study suggests that ChatGPT can serve as a valuable supplementary tool for English language learning when integrated with appropriate pedagogical guidance. Rather than replacing instructors, ChatGPT appears most effective when used alongside classroom instruction to enhance learner autonomy and increase opportunities for speaking practice beyond the classroom.