https://www.gphjournal.org/index.php/er <p style="font-family: 'Segoe UI', sans-serif; font-size: 16px; color: #333;"><strong>GPH-INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH (e-ISSN&nbsp;<a href="https://portal.issn.org/resource/ISSN/3050-9599" target="_blank" rel="noopener">3050-9599</a>)</strong> is a peer-reviewed, open-access journal dedicated to advancing educational scholarship worldwide. The journal publishes original research, reviews, and case studies that explore innovative teaching practices, curriculum development, educational policy, and the integration of technology in learning. By fostering interdisciplinary dialogue among educators, researchers, and policymakers, the journal strives to enhance educational theory and practice, ultimately contributing to the improvement of learning outcomes on a global scale.</p> Global Publication House en-US GPH-International Journal of Educational Research 3050-9599 <p>Author(s) and co-author(s)&nbsp;jointly&nbsp;and severally represent and warrant that the Article is original with the author(s) and does not infringe any&nbsp;copyright or violate any other right of any third parties, and that the Article has not been published&nbsp;elsewhere.&nbsp;Author(s) agree to the terms that the <strong>Global Publication House </strong>will have the full right to remove the published article on any misconduct found in the published article.</p> https://www.gphjournal.org/index.php/er/article/view/2403 <p><span style="font-weight: 400;">This study employs the Technology Acceptance Model (TAM) to investigate students’ acceptance of an AI-powered English practice system developed through a “vibe coding” (natural language-based) approach. The research examines the influence of technology acceptance factors, specifically Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) on students’ Behavioral Intention (BI) to adopt the system in a formal educational context. Adopting a quantitative, survey-based design, the study involved 77 Grade 9 students from two lower secondary schools in Vietnam who used the system over a 10-week period. Data were collected through a 30-item questionnaire and analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis. The findings indicate that students held generally positive perceptions across all constructs, with mean scores in the “Agree” range (PEOU = 3.67; PU = 3.65; BI = 3.78). Correlation analysis revealed strong and statistically significant positive relationships among PEOU, PU, and BI (p &lt; .001), particularly between PEOU and PU (r = 0.783). Regression results further show that PEOU and PU jointly explain 54.5% of the variance in BI, with PU (β = 0.407) exerting a stronger influence than PEOU (β = 0.374). These findings suggest that while ease of use facilitates engagement, perceived learning value plays a more decisive role in shaping students’ intention to use the system. Overall, the study provides empirical evidence supporting the effectiveness and acceptability of accessible AI-powered learning systems in lower secondary English education, particularly those developed through low-barrier approaches such as vibe coding.</span></p> Hai Anh Dam Dinh Nguyen Thi Hong Minh ##submission.copyrightStatement## https://creativecommons.org/licenses/by-nc-nd/4.0 2026-05-07 2026-05-07 9 4 01 18 10.5281/zenodo.20069710