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Description
The rapid development of generative artificial intelligence (GenAI) has created new opportunities for English language teaching while placing increasing demands on lecturers’ technological, pedagogical, and ethical competencies. This study investigated English lecturers’ readiness for AI-enhanced language teaching at the Academy of Finance, Vietnam. Drawing on the UNESCO AI Competency Framework for Teachers, readiness was examined across four dimensions: AI knowledge and skills, pedagogical integration, attitudes and self-efficacy, and responsible AI use. A mixed-methods design was employed, involving a questionnaire administered to 30 English lecturers and semi-structured interviews with six participants. Descriptive statistics and thematic analysis were used to analyze the data. The findings indicated an overall high level of readiness, with attitudes and self-efficacy receiving the highest mean score, followed by responsible AI use and AI knowledge and skills. Pedagogical integration, however, emerged as the least developed dimension. Lecturers commonly used GenAI for materials development, lesson planning, and activity generation but were less confident in designing AI-enhanced learning experiences for students. Key concerns included the accuracy of AI-generated content, student overreliance, academic integrity, and limited pedagogical guidance. The findings highlight a gap between readiness to use AI and readiness to teach with AI, suggesting that professional development should prioritize practical, pedagogically grounded, and responsible AI integration.