With the rapid advancement of AI, its integration into EFL education has become increasingly prominent. This small-scale study provides insights from a Taiwanese higher education context, drawing on both EFL teachers’ and students’ perspectives. Guided by Cognitive Load Theory (CLT), the study examines how AI is used to support language learning tasks, involving varying levels of cognitive load, and explores its potential role in managing learners’ cognitive processing demands. A mixed-methods approach was employed, with quantitative and qualitative data collected through questionnaires. The study also explores patterns of AI usage, perceptions of its effectiveness, challenges encountered, and attitudes toward its future role in English education. The findings indicate that AI has become a widely used support tool in EFL learning. Students primarily use AI tools, such as ChatGPT and Grammarly, for writing, information searching, and grammar support, i.e., tasks that typically impose high intrinsic cognitive load on EFL learners. In contrast, teachers mainly employ AI for lesson preparation, material design, and efficiency enhancement, thereby reducing extraneous cognitive load. Although both groups hold positive attitudes toward AI integration, teachers demonstrate a more cautious approach due to concerns regarding usability, pedagogical alignment, data privacy, and potential students’ overreliance. From a CLT perspective, the results suggest that while AI can reduce extraneous cognitive load and provide procedural support, excessive dependence on AI may limit learners’ germane cognitive load by reducing their active engagement in language processing. Students largely agree that AI cannot replace human teachers, particularly in areas involving emotional support, interaction, and guidance. The data indicate that effective AI integration requires institutional support, professional training, and the development of digital literacy to ensure a balanced, human-centered approach to AI-enhanced EFL education.

Abstract This study examines how ChatGPT influences high school students’ cognitive and behavioral engagement in Physics learning, drawing on survey data from 251 students at Vo Minh Duc High School in Ho Chi Minh City. Although generative AI is increasingly adopted in education, little is known about how Vietnamese students use ChatGPT in a cognitively demanding subject like Physics-representing a notable research gapin a cognitively demanding subject like Physics, which represents a notable research gap. Using a mixed-methods design, the study explores how students employ ChatGPT, how they perceive its usefulness and reliability, and how its use shapes learning behaviors. Findings indicate that students commonly use ChatGPT as a self-study aid and perceive it as helpful for understanding complex concepts, yet many express concerns about accuracy and show signs of overreliance when using the tool without guidance. The study highlights the dual impact of ChatGPT-supporting learning while potentially reducing independent thinking-and contributes evidence potentially reducing independent thinking and contributes evidence to inform AI literacy development, teacher training, and pedagogical frameworks for responsible integration of generative AI in secondary education.

Tan An was a former province in the Mekong Delta, now part of Long An Province, Vietnam. During the Vietnamese resistance against French colonialism (1945-1954), in addition to military, political, and economic activities, Tan An province vigorously organized and developed general education, becoming a highlight of the educational movement during the war in southern Vietnam. Using the methods of writing educational history and oral history, this article outlines the process of organizing and conducting general education in Tan An and its impact on the local resistance efforts. The results show that despite continuous warfare, general education activities in Tan An persisted, achieving significant accomplishments in eradicating illiteracy, raising public awareness, developing teaching staff, and constructing schools and classrooms suitable for wartime conditions. The educational development process in Tan An provides valuable lessons for building and developing general education during wartime, including experiences in leveraging the tradition of self-reliance to advance education and mobilizing community contributions when the state focused all resources on the war effort.

English is one of the keys to successful globalization; therefore, every country develops own English teaching policy. Teaching English in Asia is a very common issue ruled and supported by the government. This article is a contrastive study on different English policies in such Southeast and East Asian countries as China, India, Indonesia, Japan, Malaysia, South Korea, Taiwan, and Vietnam. The contrastive analysis focused on such aspects as school year of implementing English as required subject, teaching hours of English, teacher’s training, use of local and foreign teachers, teaching methods and materials, funding, etc. The contrastive study among countries mentioned above evaluated the advantages and disadvantages of certain English teaching policies. The positive results of one country can be borrowed and adapted by another country considering its cultural, political, economic or social features. On the other hand, the failures of one country’s English teaching policy can be considered and avoided by another country’s planning on English teaching policy.