Integrating Generative Artificial Intelligence into Topic-Based Presentation Script Writing: A Case Study at a Vietnamese University

Abstract

The rapid development of Generative Artificial Intelligence (GenAI) has opened new opportunities for supporting English language learning (ELL), especially in the preparation of presentations. However, there are very few studies that have investigated the ways that students majoring in English use GenAI in writing topic-based presentation scripts in terms of institutional learning outcomes. The study is conducted to examine (1) the use of GenAI in writing topic-based presentation scripts by English-major students and (2) the evaluation of the effectiveness of GenAI in facilitating their learning process. An explanatory sequential mixed-methods design was used. The participants of the study were 353 English major students who were enrolled in a Presentation Skills course at a university in Vietnam in the second semester of the academic year 2025–2026. Institutional learning analytics were collected for all the students based on the Course Learning Outcome (CLO) achievement. Furthermore, 92 students completed a questionnaire and eight students participated in semi-structured interviews. Quantitative data were descriptively analysed, and interview data were thematically analysed. The questionnaire results indicated that students frequently used GenAI for idea generation and content development (M = 4.00, SD = 0.79). In addition, the learning analytics showed a satisfactory level of academic performance. The findings overall demonstrate GenAI as an effective pedagogical support tool in writing topic-based presentation scripts.