Generative AI in ESP Learning Tasks

Abstract

The rapid development of generative artificial intelligence (GenAI) has created opportunities for English language learning, particularly in English for Specific Purposes (ESP) contexts where students use English for practical and professional communication. Based on the Technology Acceptance Model (TAM) and a weak Task-Based Language Teaching (TBLT) orientation, this study investigates Vietnamese business students’ perceptions of using GenAI in a business-related poster-and-presentation task. It examines AI support, emotional and motivational responses, task experience, intention to reuse AI, and challenges. Data were collected through a questionnaire administered immediately after the ESP task, with 62 valid responses. Descriptive and inferential analyses showed that students generally found GenAI useful for idea generation, language support, poster design, and presentation preparation. The three main constructs, AI support, emotional impact, and task experience, showed good internal consistency, with Cronbach’s alpha values ranging from .841 to .879. Perceived AI usefulness was positively associated with students’ motivation, confidence, and task interest, while difficulty using AI was linked to students’ difficulty in expressing ideas. Students also reported a positive intention to reuse GenAI, especially for similar English tasks. The findings suggest that students’ acceptance of GenAI was closely connected to the task it supported. GenAI may support ESP learning when integrated into a meaningful, outcome-oriented classroom activity. However, effective use requires teacher guidance in prompt writing, checking AI-generated content, revising language, and adapting AI output for communicative purposes. The study contributes evidence from a Vietnamese Business English context and highlights the need for pedagogically guided AI integration that supports student learning engagement while promoting critical and independent AI use.