EFL high school teachers perceptions of using information and communication technology (ICT) in their teaching

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYỄN THỊ THU PHƯƠNG EFL HIGH SCHOOL TEACHERS’ PERCEPTIONS OF USING INFORMATION AND COMMUNICATION TECHNOLOGY ICT IN THEIR TEAC

MINISTRY OF EDUCATION AND TRAINING

QUY NHON UNIVERSITY

NGUYỄN THỊ THU PHƯƠNG

EFL HIGH SCHOOL TEACHERS’ PERCEPTIONS

OF USING INFORMATION AND COMMUNICATION

TECHNOLOGY (ICT) IN THEIR TEACHING

Field: Theory and Methodology of English Language Teaching

Code: 8140111

SUPERVISOR : LÊ NHÂN THÀNH, Ph.D

BỘ GIÁO DỤC- ĐÀO TẠO

TRƯỜNG ĐẠI HỌC QUY NHƠN

NGUYỄN THỊ THU PHƯƠNG

NHẬN THỨC CỦA GIÁO VIÊN TIẾNG ANH THPT

VỀ VIỆC SỬ DỤNG CÔNG NGHỆ THÔNG TIN

VÀ TRUYỀN THÔNG (ICT) TRONG DẠY HỌC

Chuyên ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh

Mã số: 8140111

NGƯỜI HƯỚNG DẪN: TS LÊ NHÂN THÀNH

STATEMENT OF ORIGINAL AUTHORSHIP

The work contained in this thesis has not previously been submitted for

a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by any other person except where due reference is made in the thesis itself

Date: 01/ 08/2022 Signed:

Nguyen Thi Thu Phuong

ABSTRACT

With the prevalence of technology, using Information and Communication Technology (ICT) in teaching and learning has become inevitable To ensure the successful implementation of ICT in English classes, the significant role of teachers should be considered Therefore, this study aims at examining EFL high school teachers‟ perceptions of using ICT regarding the necessity of using ICT, the benefits, and the difficulties in using ICT in their teaching The research was conducted with the participation of 53 EFL teachers at 7 high schools in Hoai Nhon district, Binh Dinh Province The data for this study was collected through questionnaires and semi-structured interviews, and then analyzed both quantitatively and qualitatively The study found that teachers had a positive perception of using ICT in their English language teaching Most teachers agreed that ICT was an important tool because of its usefulness in enhancing the teaching and learning process However, the limited time and ICT tools, coupled with a poor Internet connection as well as teachers‟ lack of knowledge and experience in ICT training were obstacles to teachers using ICT Based on the findings, implications for educators, school administrators, and EFL teachers were also offered

Key words: EFL, ICT, Teachers‟ perception

ACKNOWLEDGEMENTS

This paper could not have been completed without the encouragement and support from several individuals and groups to whom I would like to express my deep sense of gratitude during the stressful time of writing this paper

First and foremost, I am deeply grateful to my supervisor, Dr Le Nhan Thanh, for his support, patience, and encouragement throughout my study His technical and editorial advice was essential to the completion of this paper and has taught me innumerable lessons and insights on the workings of academic research in general I have been extremely lucky to have a supervisor who cared so much about my work

My sincere thanks also go to the teachers of the Department of English for the useful knowledge that they taught me during the time I attended the M.A course

I would also like to thank the participants at Hoai Nhon district for their untiring supports to this research paper Without their passionate participation and input, the study could not have been successfully conducted Last, but not least, my family and friends receive my deepest gratitude and love for their dedication and the many years of support during my thesis study that provided the foundation for this work

Finally, I offer my regards and blessing to all of those who supported me

in the completion of the thesis

TABLE OF CONTENTS

STATEMENT OF ORIGINAL AUTHORSHIP i

ABSTRACT ii

ACKNOWLEDGEMENTS iii

TABLE OF CONTENTS iv

LIST OF ABBREVIATIONS vii

LIST OF TABLES viii

LIST OF CHARTS ix

LIST OF FIGURES x

CHAPTER 1: INTRODUCTION 1

1.1 Background of the study 1

1.2 Rationale for the study 4

1.3 Aim and objectives of the study 5

1.3.1 Aim of the study 5

1.3.2 Objectives of the study 5

1.4 Research questions 6

1.5 Scope of the study 6

1.6 Significance of the study 6

1.7 Structure of the study 7

CHAPTER 2: LITERATURE REVIEW 8

2.1 Theoretical background 8

2.1.1 Definition of the term ICT 8

2.1.2 Definition of perception 9

2.2 Potential benefits of ICT in education 9

2.2.1 Engaging students by motivation 9

2.2.2 Enhancing efficiency and effectiveness in the teaching and learning process 10

2.2.3 Encouraging independent and autonomous learning 11

2.2.4 Promoting collaborative learning and communication 11

2.2.5 Increasing authentic learning environment and cultural understanding 12

2.3 Barriers to the use of ICT in education 13

2.3.1 Teacher-Related Barriers 15

2.3.2 School/ administration- related barriers 21

2.4 Review of previous studies related to the study and the gap in the literature review 23

2.5 Summary 27

CHAPTER 3: METHODOLOGY 28

3.1 Research approaches 28

3.2 Research setting and participants 29

3.3 Data collection instruments 31

3.3.1 Questionnaire 31

3.3.2 Interview 32

3.4 Data collection procedure 33

3.4.1 Administering the questionnaire 33

3.4.2 Administering the interview 34

3.5 Data analysis methods 35

3.6 Summary 35

CHAPTER 4: FINDINGS AND DISCUSSION 36

4.1 EFL Teachers' perceptions of the necessity of using ICT in English language teaching 36

4.2 EFL Teachers‟ perceptions of the benefits of using ICT 40

4.2.1 Teachers‟ perceptions of ICT usefulness for students‟ learning 40

4.2.2 EFL Teachers‟ perceptions of ICT usefulness for teachers‟ teaching 44

4.3 EFL Teachers‟ perceptions of difficulties in using ICT in English

teaching 47

4.4 Summary 51

CHAPTER 5: CONCLUSION AND IMPLICATIONS 52

5.1 Summary of the major findings 52

5.2 Research implications 53

5.2.1 Implications for educators 53

5.2.2 Implications for school administrators 54

5.2.3 Implications for teachers 55

5.3 Limitations of the study 56

5.4 Recommendations for further studies 56

REFERENCES 58 APPENDICES

LIST OF ABBREVIATIONS

ICT Information and Communication Technology

MOET Ministry of Education and Training

LIST OF TABLES

3.1 Background information of the participants 30 4.1 Teachers‟ perceptions of ICT usefulness for teaching

English

44

LIST OF FIGURES

CHAPTER 1: INTRODUCTION

To establish the space for the topic and research questions for the study, this chapter starts with an overview of ICT usage in education in the world and Vietnam context It then describes the rationale for the study, the research aim and objectives, and the research questions This is followed by the scope and the significance of the study Finally, there is an overview of the organization of the study

1.1 Background of the study

Recently the emergence of Information and Communication Technology (ICT) has changed many facets of life around the world such as travel, tourism, economy, medicine, business, engineering, finance, including education ICT is seen as a various set of technological tools and resources to communicate, create, disseminate, store, and manage information Examples

of such tools include computers and networks, hardware and software, as well

as the services associated with them such as electronic mail and video conferencing Fast growth and the evolution of ICT have resulted in the diffusion of technology in education, which can influence the way teachers teach and the way students learn nowadays Teaching is seen as one of the most challenging professions in society due to the massive expansion of modern technologies and knowledge society which are demanding teachers to learn how to use these technologies effectively

The use of ICT in the EFL teaching-learning process in the digital era has recently become more common due to the capability of ICT in providing dynamic and proactive teaching and learning environment This is because modern technology offers many tools that may be employed in the classrooms

to boost teaching and learning quality (Bingimlas, 2009) Moreover, the animations, simulations, and software packages are used to teach various

subjects to create virtual realities and experiences for the learners, which makes learning more direct, useful, and joyful (Gebremedhin & Fenta, 2015) Additionally, students of today think and process information in fundamentally different ways than those of the past They are the first generations to experience modern technology It indicates that individuals have lived their entire lives surrounded by and using digital-era toys and gadgets such as computers, video games, mobile phones, and other items (Prensky, 2001) On the other hand, modern teachers might be thought of as digital immigrants because they did not grow up in the digital age but have embraced many parts

of it over time (Prensky, 2001) ICT tools are one of the instruments that teachers must learn to use to communicate with today's learners in their language Digital immigrant teachers assume that their students are the same as they have always been and that the same strategies that worked for them as kids will work for them today But that assumption is no longer valid Therefore, the idea that teachers can work well without technology or that technology can work by itself is illusory Teachers need to develop new educational strategies

to integrate ICT into their teaching process to meet students' learning styles and educational expectations as well as get their attention and engagement in the classrooms It is believed that ICT integration not only increases students' learning motivation and engagement in the classrooms but also enriches teachers' teaching methods, enhances their skills, and even promotes their personal and professional development Accordingly, Jimoyiannis & Komis (2006) find that countries like the UK, Singapore, China, Australia, and unions such as the European Union (EU) have established educational programs focusing on enhancing teachers' skills which are important in adapting and using ICT during their teaching and learning process Many academics believe that establishing and integrating effective ICT programs is an important part of implementing comprehensive school changes

In Vietnam context

In an increasing internet-connected and globalized world, English is seen as the language of higher learning, the language of the digital age, and the international language The Government of Vietnam has given full support to the teaching and learning of foreign languages in general and the integration of ICT in the English learning language in particular In this regard, it seems reasonable to say that English language teaching in Vietnam

is undergoing a sea change, accompanied by changes in national policies and new technology National educational reforms have directed the education system at all levels from primary to university to improve English language learning outcomes for students The changes are reflected in several policies that recognize the value of English language education and promote the use of ICT in education including:

Directive No.14/2001/CT-TTg promulgated by the Prime Minister on

11 June 2001 intends to renovate general education programs including reforming the curriculum and textbooks, the contents of foreign language teaching and learning in schools (Prime Minister of Vietnam, 2001)

The Government Report at the 6th Session of the 11th National Assembly

of Vietnam (Government of Vietnam, 2004) focuses on pro-active international cooperation in education, confirming English as a key foreign language

Directive No.55/2008/CT-BGDĐT on 30 September 2008 of the Ministry

of Education and Training on strengthening ICT use in teaching and training in the national education system for the period 2008-2012 (MOET, 2008b)

In 2008, the Prime Minister issued Decision No.1400/QD-TTg on the approval of the Project on Teaching and Learning Foreign Languages in Vietnam for the period from 2008 to 2020 (Prime Minister of Vietnam, 2008) The Decision emphasizes not only professional development for teachers but also ICT use in teaching and learning foreign languages as well as investments in teaching facilities

As can be seen in the education sector itself, ICT is always high on the educational reform agenda In particular, ICT is seen as a means to support innovative teaching and learning and as a way to merge into a globalizing world (Peeraer & Petegem, 2011)

Under the 2020 Project, a framework for ICT Competency Standards is drafted at the end of 2013 (MOET, 2013) This framework outlines four standards that should be achieved by EFL teachers concerning ICT Firstly, EFL teachers are required to develop basic knowledge and skills for using ICT that are in line with their career goals Secondly, they need to apply ICT

to their teaching methods The third requirement is to develop a capacity for applying technology, storing, giving feedback, and evaluating learning outcomes The last goal emphasizes that teachers should be able to use ICT to improve communication, cooperation, and teaching efficiency

However, like in other countries, the level of ICT realization and success in education in Vietnam is still low (Cuban, Kirkpatrick, & Peck, 2001; Dang, 2013) Hong's study (2014) shows the poor penetration of ICT in the teaching process This is supported by Nguyen (2016), who says in his research that ICT use among language teachers in Vietnam is low and does not match the requirements of socio-economic development, which relies primarily on the growth of international services and communication (Vu, & Burns, 2014)

1.2 Rationale for the study

There are some reasons for conducting this research First, it comes from the ubiquitous influence and enormous benefits of ICT in language instruction The second reason is the significant role of teachers‟ perceptions in the field of English language teaching Barcelos (2003) claims that what teachers do in the classrooms is influenced by their perceptions Teachers' perceptions, according

to Moloi (2009), cause how teachers deal with shortcomings in their teaching situations In addition, because thought drives conduct, investigating teachers' perceptions and beliefs helps to gain a deeper understanding of teachers' behaviors in classrooms and guides for improving teachers' practices (Jia, 2004) In consequence, teachers' perceptions have played a crucial role in the teaching and learning process because they have a huge impact on teachers' decision-making and current classroom teaching methods, as well as providing important insight into various facets of education In terms of teachers' attitudes towards ICT, it is evident that teachers who are shaping tomorrow's minds should be able to include ICT into their English language instruction to prepare students for a "high-tech" future Teachers' attitudes and perceptions about ICT use are seen as a critical aspect of the successful integration of ICT into the teaching and learning process (Loveless, 2003) When seen from the other perspective, teachers' negative beliefs and attitudes regarding the use of ICT are considered as a significant barrier to its integration into the teaching and learning process (Teo, 2008) In such a context, effectively integrating ICT into English instruction is regarded to be a viable approach

For those reasons, the writer is interested to conduct the research entitled "EFL high school teachers' perceptions of using Information and Communication Technology (ICT) in their teaching."

1.3 Aim and objectives of the study

1.3.1 Aim of the study

This research is designed to investigate EFL high school teachers‟ perceptions of using ICT in their language teaching

1.3.2 Objectives of the study

The main objectives of this study are as follows:

- To explore EFL high school teachers‟ perceptions of the necessity of using ICT in their language teaching

- To investigate EFL high school teachers‟ perceptions of the benefits

of using ICT in their language teaching

- To examine EFL high school teachers‟ perceptions of the difficulties

in using ICT in their language teaching

1.4 Research questions

This study considers the following research questions:

1 What are EFL high school teachers‟ perceptions of the necessity of

using ICT in their language teaching?

2 What are EFL high school teachers‟ perceptions of the benefits of using ICT in their language teaching?

3 What are EFL high school teachers' perceptions of the difficulties in using ICT in their language teaching?

1.5 Scope of the study

The research was carried out with the participation of 53 English teachers who were teaching English at 7 high schools in Hoai Nhon District, Binh Dinh Province to find out teachers‟ perceptions of the necessity, the

benefits, and the difficulties in using ICT in their language teaching

1.6 Significance of the study

Concerning the objective of this study mentioned above, this study hopefully can give some contributions as follows:

In theory, the study will be beneficial in building a knowledge base of teachers‟ perceptions of the use of ICT in the classrooms The research is intended to shed light on teachers‟ perceptions of the necesstity and the benefits of using ICT in English teaching Therefore, the research findings

will provide important insights into looking at ICT as an effective instructional means in the language teaching-learning process, which motivates teachers to integrate ICT into their practices

In practice, a better understanding of the challenges that teachers face may serve as a guide for different stakeholders, including policy-makers, decision-makers, educators, and ICT theorists to design ICT policies and develop technology-based educational programs or strategies to make learning more effective, applicable, and enjoyable

Finally, the findings of this research can act as a useful source of reference for future researchers who are interested in the field of ICT in the English teaching-learning process

1.7 Structure of the thesis

The research consists of five chapters

Chapter 1, introduction, gives a brief introduction about the background of the research, rationale, aim and objectives, research questions, scope, and significance as well as the structure of the thesis

Chapter 2, literature review, provides a fundamental overview of literature surrounding ICT use in teaching foreign languages as well as connects relevant studies to this study

Chapter 3, methodology, describes methods of the research, participants, instruments, and procedure of data collection as well as data analysis

Chapter 4, findings and discussion, illustrates and analyzes the data collected to provide the answers to the research questions

Chapter 5, conclusion and implications, summarizes the results of the study and gives some implications and suggestions for further research

CHAPTER 2: LITERATURE REVIEW

This chapter critically reviews the relevant literature Firstly, it clarifies the concept of ICT in conjunction with the definition of the term perception Then it turns to a review of the benefits of ICT in English language instruction The next part is literature on barriers classified into teacher-related and school-related barriers The previous studies worldwide and in the Vietnam context and the gap in the literature review will be critically discussed The theoretical framework adopted in the study to understand teachers' perceptions about ICT integration in the classrooms is also presented A summary of the theoretical background is also provided at the end of this chapter

2.1 Theoretical background

2.1.1 Definition of the term ICT

The term Information and Communication Technology (ICT) is a combination of Information Technology (IT) and Communication Technology (CT) There are some definitions of ICT in the learning and teaching environment The term ICT is defined as a form of technology used for creating, presenting, storing, manipulating, and sharing information (Donnelly, McGarr,

& O'Reilly, 2011) It can relate to gear like computers, projectors, digital cameras, and so on, as well as software like Microsoft Word and PowerPoint (Wang & Woo, 2007) They also include software and applications related to computer and internet technologies (Tezci, 2010) Basically, ICT is a tool In this paper, ICT refers to hardware such as computers, projectors, digital cameras, and

so on, networks, and software applications that include both generic software applications (e.g., word processors, presentation software, email packages, web browsers, search and download) and computer-assisted language learning (CALL) software applications as well as useful websites for foreign language teaching (Davies et al, 2012)

2.1.2 Definition of perception

The perceptions of teachers are needed in the process of implementation of ICT in teaching-learning situations There are several definitions of perception put forward by the researchers and one of which is offered by Ward & Parr (2010) They describe perception as the process of recognizing, organizing, and interpreting sensory information In other words, perception is the ability of the overall stimulus process to respond and after seeing and understanding something, we become constantly aware of something (Diniah, 2013) In this study, teachers' perception is the thought or idea teachers have about a particular aspect of their instruction shaped by their background knowledge and life experiences (Merillo & Domingo, 2019) Distinct foundations provide different views to different people

2.2 Potential benefits of ICT in education

In a technology-based era nowadays, ICT integration in teaching is characterized by the equipment of technology devices to support the teaching and learning activities Furthermore, because learners are comfortable with technology and will study better in a technology-based environment, ICT integration in schools, particularly in classrooms, is a critical element Without a doubt, ICT is a valuable and innovative teaching tool influencing positively every aspect of the language teaching process The impact of effective use of ICT on learners and various aspects of the teaching process can be summarized as follows

2.2.1 Engaging students by motivation

Applying technology to the teaching process enhances and facilities students‟ foreign language learning Altun (2014) states that computers, the internet, smart boards, cell phones, video games, music players, etc… are used in the target language learning process to raise students' motivation and

language awareness Kuo (2009) supports that the blossoming of multimedia technology including visual aids, sounds, video clips, animations, and so on motivates learners, attracts their attention, and elevates their interest in learning What is more, the net connection enables students to achieve access

to a large number of authentic materials to form their English learning more enjoyable In a study of ICT use in education conducted by Dang, Nicholas,

& Lewis (2013) and Pham, Tan, & Lee (2018), the results show that students are more engaged and inspired due to the variety of interesting, contextualized topics using video clips and relevant examples The application of ICT in language instruction enables teachers to vary lesson presentation styles to motivate students of varying interests, provides learning opportunities outside the classrooms, and is perceived to cater more to individual differences In conclusion, ICT increases students' confidence and motivation by making school work more enjoyable

2.2.2 Enhancing efficiency and effectiveness in the teaching and learning process

ICT has become one of the learning media that is widely used to improve the effectiveness and efficiency of the learning process because it provides multisensory stimuli that can help learners improve their English language abilities quickly (Garimella & Srinivasan, 2014) In fact, technology-aided language learning helps students acquire the language faster and more efficiently Teachers, for example, can send messages to pupils via e-mail without being constrained by time or location Students can also consult the teachers at any time and anywhere Students are neither receptacles of the information nor passive members of the learning community anymore Through website utilization, students now can also play

a role as connoisseurs of information, researchers, and analysts by analyzing

various data and information that have been obtained In short, the use of mail, websites, or blogs in learning activities is expected to remove space and time restrictions According to Swan et al (2005), technology-enhanced learning can transform the educational landscape and stimulate improvements

e-in students' performance ICT tools provide a platform to e-investigate, construct, and analyze information in such a manner that students do not abstractly view issues, but rather as part of a relevant, authentic world, which certainly enhances the expected desirable goals

2.2.3 Encouraging independent and autonomous learning

ICT not only supports student-centered learning but also fosters learners' autonomy This is because ICT tools enable learners to take responsibility for their own learning Students are expected to learn more autonomously and sustainably with their talents and natural potential Besides, in many classroom situations, it is difficult to allow students to be sufficiently active as participants Typically students are often passive, spending a lot of time listening and reading When incorporating ICT into the education process, students are given a more active role They have choices of working at their own pace, and they can receive input and produce output in more sophisticated ways

2.2.4 Promoting collaborative learning and communication

Some researchers believe that the proper integration of ICT will encourage students‟ active learning and collaborative learning (Hepp et al, 2004) Lim & Tay (2003) maintain that ICT-enhanced learning promotes collaboration because it supports cooperation, communication, and interaction, where students learn to work with others in a team or on a joint project For example, according to Silviyanti and Yusuf (2015), blogging helps students to remark on each other's work, share their experiences, reflect on their own and

their classmates' work, and analyze it, thereby improving critical thinking skills What is more, Ariza, Eileen, & Hancock (2003) state that two-way interaction is critical in learning a second language This engagement is formerly restricted to professor-student or student-student interactions Learner–content, learner-learner, learner–teacher, and learner–interface are all examples of interactions that ICT can facilitate in the learning environment These kinds of interactions make the learning process more interactive, and learners become more active and engaged as a result (Wong et al, 2006) Furthermore, with the advent of ICT, for example, new web 2.0-based activities offer a platform for students to acquire knowledge, collaborate to construct it, and share it with their peers, their teachers, or the academic community In other words, various features of the new communication technology besides promoting language competence provide opportunities for interaction across distances "ICT may empower instructors and learners by increasing communication and engagement, offering new forms of delivery, and generally revolutionizing teaching and learning processes," according to Valk, Rashid, & Elder (2010, p.118)

2.2.5 Increasing authentic learning environment and cultural understanding

Nguyen (2018) believes that the effective use of ICT in language education brings benefits to EFL teaching and learning because it creates authentic language environments ICT offers the availability of learning materials in authentic situations and real-life learning environments ICT in language teaching and learning is believed to have contexts that facilitate the development of second language abilities It provides language learners with rich, multidimensional learning environments, including opportunities to interact with native speakers, make virtual interactions with other learners, and access authentic materials, all of which are thought to be important for communicative competence and language acquisition (Felix, 2001; Mullamaa, 2010) Unlike traditional methods focusing on the mere transmission of

knowledge, technology-based teaching reduces teacher-centered understanding and students' anxiety about language learning ICT is also a valuable tool for EFL learners to expand their vocabulary, practice pronunciation, and cultural understanding Students can communicate and completely participate in their learning as they acquire language skills and cultural awareness by employing technology for cultural knowledge They can strengthen their English language skills while also learning about the culture of native English speakers

In brief, in the digital age, ICT has become a critical resource in language education The implementation of strong digital activities can promote students' independent and collaborative learning, improve their linguistic skills and abilities, content acquisition, linguistic performance, and interaction among them, and make learning a more enjoyable experience

2.3 Barriers to the use of ICT in education

Although many studies have proven the advantages of using ICT in improving the quality of teaching and learning, not all teachers apply this technology in their teaching because teachers face many obstacles in integrating ICT into the classrooms The integration of ICT into teaching and learning is a notoriously complex and difficult process It may provide both opportunities for innovation and also challenges and demands of changes to existing processes These challenges are referred to as barriers (Schoepp, 2005) and in this context, they are also known as difficulties Numerous barriers are impeding the successful integration of ICT in the classrooms If these are not identified and addressed, efforts at integration could be futile from the outset Integrating ICT into the curriculum, rather than the other way around, is one strategy to overcome such obstacles (Earle, 2002; Williams, 2003) It is important to identify potential obstacles and work to overcome

them The followings are some of the most important challenges highlighted

in the literature

Researchers have classified these barriers in different ways Extrinsic and intrinsic barriers have been separated into two categories in several studies Extrinsic and intrinsic meanings, on the other hand, vary among investigations In one study, Ertmer (1999) refers to extrinsic barriers as first-order barriers and intrinsic barriers as second-order barriers Teachers' problems in terms of technological access, support, and time are addressed as extrinsic barriers Then intrinsic barriers relate to the teachers' beliefs about teaching, technology, classroom practice, and resistance to change In another research, Al-Alwani (2005) states that extrinsic barriers relate to the organization rather than individuals, whereas intrinsic barriers pertain to teachers, administrators, and individuals

Another classification found in the literature review is teacher-level barriers and school-level barriers In Becta's research (2004), grouping barriers based on their relation to the individual (teacher-level barriers) such

as lack of time, confidence, and resistance to change, and to the institution (school-level barriers) such as lack of access or effective training Meanwhile, Pelgrum (2001) identifies material barriers as a lack of real or physical equipment and non-material barriers as somewhat intangible entities such as lack of knowledge, confidence, or time

It can be seen that some of these studies look at barriers coming from the teacher, institution, or system level However, since the purpose of this paper is to determine the difficulties in using ICT in English language teaching, this literature review will classify barriers to ICT integration in education into two categories, namely the teacher-related barriers and school/ administration-related barriers

2.3.1 Teacher-Related Barriers

To determine the success or failure of any ICI integration initiative, it is important to consider, among others, the views of the teachers Teachers' perceptions about any change or improvement in classroom practices through the use of technology will ultimately determine the extent to which effective integration of ICT occurs, hence teacher-related issues are crucial in determining ICT use in classrooms Having established that the role of the teacher is one of many essential factors in ICT integration, it follows that teacher-related barriers can impact the integration process A number of these teacher-related impediments are identified and examined in the next section Some teacher-related characteristics such as teachers' age, gender, and teaching experience appear as minor barriers There is little evidence in the literature to support the idea that teachers' ICT use is affected by their age or gender Therefore, these factors are not mentioned in this study

2.3.1.1 Lack of Time

A key impediment to using ICT resources is a lack of time Several recent studies show that although many teachers have competence and confidence in using technology, they still make little use in the classrooms because they lack time A significant number of researchers identify time limitation and the difficulty in scheduling technology-based classes as a barrier to teachers' use of ICT in their teaching (Al-Alwani, 2005; Becta, 2004; Beggs, 2000; Pelgrum, 2001; Schoepp, 2005; Sicilia, 2005) Pelgrum (2001) notes that insufficient time allocation for teachers is among the top ten problems associated with ICT integration in schools Teachers are concerned about not having enough time to become comfortable with new technology and software, as well as to prepare new types of lessons Becta (2004), in particular, finds that teachers who fail to fully use technology are often

restrained by lack of time Gomes (2005) also discovers that some teachers

feel that the use of ICT is a loss or waste of time In the same vein, Sicilia

(2005) claims that the most common challenge reported by all the teachers is

the lack of time because they have to plan technology lessons, explore and

practice the different Internet sites, deal with technical problems, and look at

various aspects of educational software However, eliminating the problem of

a lack of time will not necessarily be a solution Many teachers still lack

knowledge of and competence in the use of ICT

2.3.1.2 Lack of Confidence

Several studies propose that one obstacle preventing teachers from

using ICT in their teaching practice is a lack of confidence Becta (2004)

reports that this is a major barrier to the uptake of ICT in the classrooms

Many teachers who do not believe themselves to be adept in the use of ICT

are hesitant to use it in front of pupils who may know more Such teachers are

either not willing or able to use ICT in their classrooms In a companion

report to Becta (2004), Scrimshaw (2004) notes that while working with ICT,

instructors must have a high level of confidence It is students' attitude and

expectations of their teachers' ICT competence that has a considerable role in

exacerbating teacher confidence issues (Becta, 2004) Furthermore, students'

constant use of modern technology puts teachers under increasing pressure by

almost the requirement of being knowledgeable and proficient in the use of

ICT Even if teachers have received ICT training, they can still fail to

integrate it into teaching Lack of confidence is often to blame for the

inconsistency between training and usage On the other hand, Balanskat et al

(2006) claim that teachers' limitation in ICT literacy makes them feel anxious

about using it in the classrooms This is because of teachers' fear of failure

(Beggs, 2000) or so-called cyberphobia, which can severely limit a teacher's

willingness and capacity to use ICT It is also argued in the relevant literature that a lack of confidence and experience with technology influences the motivation of teachers to use ICT (Balanskat, Blamire, & Kefala, 2006;

Osborne & Hennessy, 2003)

To sum up, attention to several other obstacles to ICT use in education could eliminate many problems associated with lack of confidence and fear of ICT

2.3.1.3 Lack of Knowledge/Competence

Teachers' skill in incorporating ICT into pedagogical practice is another difficulty directly tied to their confidence (Becta, 2004) Lack of knowledge or competence is regarded as a significant teacher-related barrier to ICT integration Tezci (2010) asserts that if teachers have a high level of ICT knowledge, then there will be a higher level of ICT use in education Newhouse (2002) in a literature review on the impact of ICT on learning and teaching, prepares for Western Australian government schools, finds that teachers' lack of the knowledge and skills in computer use is a significant barrier

Some researchers show that the level of this barrier varies among countries In developing countries, in Syria, for example, teachers‟ lack of technical competence is reported as the main barrier to their acceptance and adoption of ICT (Albirini, 2006) Similarly, another worldwide survey conducted by Pelgrum ( 2001) shows that lack of knowledge or competence

in technology, among teachers in developing nations, is the primary obstacle

to the uptake of ICT in education Furthermore, in Saudi Arabia, a lack of ICT skills is a major roadblock to integrating technology into science education (Al-Alwani, 2005; Almohaissin, 2006) The findings show that teachers who

do not use computers in classrooms reveal that lack of skill is a constraining factor preventing them from using ICT for teaching The results of a study conducted by Balanskat et al (2006) discover that in Denmark, the non-usage

of ICT in teaching situations is primarily due to teachers' lack of skill rather than for any pedagogical reason while "in the Netherlands, teachers' ICT knowledge and skills are not regarded anymore as the main barrier to ICT use" (p 50) The lack of teachers' competence may be one of the strong barriers preventing the integration of ICT into education It may also be one

of the main reasons cited for lack of confidence and other significant barriers

2.3.1.4 Resistance to change and negative attitude

Several of the research on barriers to ICT use in schools implies that there is an innate aversion to change in the teaching profession and that this is another barrier to certain teachers' adoption of new technology in education (Becta, 2004; Cox et al, 2000; Earle, 2002; Gomes, 2005; Schoepp, 2005) Teachers are often suspicious of new claims and the implementation of new ideas without proof of effectiveness They are more likely to adopt new technology if it helps them do what they're already doing better This is described as the persistence of beliefs, which teachers hold during the introduction of innovation, as a result, educational reform is a gradual process Cox et al (2000) establish that teachers are unlikely to employ new technologies if they see no need to change their professional practices Schoepp (2005) and Bingimlas (2009) discover that some teachers feel they

do not receive enough support, guidance, or reward for integrating ICT and are, therefore, reluctant to do so However, Korte & Hüsing's (2006) findings

in European schools, indicate that this barrier is not pervasive The perceived unwillingness to change as a barrier is simply one of several obstacles to ICT adoption They find that only 4% of European teachers believe that using computers in classes does not have significant learning benefits for pupils

2.3.1.5 No perception of benefits

One key area of teachers‟ perceptions towards ICT is their

understanding of how it will benefit their work and their students‟ learning Bingimlas (2009) finds that teachers who do not use ICT in the classrooms tend to believe that ICT either has no benefits or if it does, they are vague Cox et al (2000) find that if teachers see no need to question or change their professional practices, then they are unlikely to make use of ICT They conclude that the perceived usefulness of computers to teaching is an important factor for teachers, and it should be included in any ICT training program to ensure that teachers are convinced of the value of using ICT in their teaching Yuen & Ma (2002) also discuss the importance of perceived usefulness, stating that this factor influences computer acceptance to a much greater extent than perceived ease of use They add that a computer system is useful only if it is applied to a context and that without understanding how computers can be integrated into teaching, teachers may not perceive computers as a useful tool at all

2.3.1.6 Lack of effective training and professional development

Successful ICT implementation requires high-quality frequent training and professional development If this training isn't provided, attempts at integration will almost certainly fail It is indicated in the literature that the challenge most frequently referred to is a lack of effective training (Schoepp, 2005; Sicilia, 2005; Albirini, 2006; Balanskat et al, 2006; Toprakci, 2006; Özden, 2007; Ghavifekr & Rosdy, 2015) Similarly, Beggs (2000) finds that lack of training is one of the top three barriers to teachers' use of ICT in the teaching process Recent researches in Turkey show that the main problem with incorporating new ICT in education is the insufficient amount of in‐service training for teachers (Özden, 2007) Toprakci (2006) concludes that limited teacher training in ICT use in Turkish schools is an obstacle Teachers who lack training feel inept and annoyed by their limited knowledge

However, the training of teachers in ICT integration is particularly difficult because it involves many complex factors to render training effective These complex factors include finding the time for training, pedagogical training, skills training, and the use of ICT in the teacher's initial training (Bingimlas, 2009) Correspondingly, research by Gomes (2005) concludes that lack of training in pedagogy and didactic training in how to use ICT in the classroom are obstacles to using new technologies in classroom practice It is critical to provide pedagogical training for teachers rather than simply teaching them how to use ICT technologies (Becta, 2004) This is because after attending professional development courses in ICT, some teachers still do not know how to effectively use ICT in their classrooms due to the lack of correlation between workshop activities and real-world classroom practices and too much emphasis on acquiring technical ICT skills during training In line with Cox et al‟s findings (2000), according to Balanskat et al (2006), insufficient teacher training is hindering teachers' use of ICT in the classrooms because training programs do not focus on teachers' pedagogical practices concerning ICT but

on developing ICT skills Teachers' training must be properly designed and implemented to provide continuity between what they learn in class and what happens in their classrooms, as well as to assist them in changing their practices (Zhao et al, 2002) Adams (2005) advocates frequent scheduled professional development to keep instructors current and aware of the need to improve their technology practices continuously Technical and pedagogic issues should be addressed in teacher development strategies

Fundamentally, teacher training is essential when new tools and approaches in education are integrated into their teaching It is clear that professional development is highly effective in advancing teachers‟ ICT skills

In general, the feeling among teachers is that if they have sufficient

training, either pre-service or during their tenure, they will be at ease in incorporating technology into their teaching practices Hence, adequate training can address some of the greatest barriers to ICT integration in education It should be the key component or building block to integrating ICT into education Having examined several important teacher-related barriers, the next part deals with some barriers that are not influenced by the teacher These barriers are known as school/administration-related barriers

2.3.2 School/ administration- related barriers

2.3.2.1 Lack of accessibility

Several studies indicate that lack of access to resources is another complex challenge that has a significant impact on the integration of ICT into education Sicilia (2005) finds that teachers complain about how difficult it is

to access computers Most of the teachers are unable to access ICT materials because they are shared with their colleagues As а result, teachers and students do not have the opportunity to always use ICT in need The challenge related to the accessibility of new technologies for teachers is widespread and varies from country to country Pelgrum (2001) concludes that four of the top ten barriers are related to the accessibility of ICT These barriers include insufficient units of computers, insufficient numbers of copies of the software, and insufficient immediate Internet access This is reinforced by Al-Alwani (2005) who finds that having no access to the Internet during the school day and lack of hardware is hampering technology integration in Saudi schools According to Albirini 's research (2006) in Syrian schools, insufficient computer resources are one of the most significant barriers to technology integration in classrooms Becta (2004) states that ICT resources are not always inaccessible due to a lack of hardware, software, or other ICT equipment within the school It could be due to a variety of issues, including

poor resource management, low-quality hardware, incompatible software, or a lack of personal access for teachers Limitations on access to hardware and software resources, according to Osborne & Hennessy (2003), influence teachers' motivation to use ICT in classrooms Nevertheless, overcoming such hardware constraints does not guarantee successful ICT integration if teachers are not given proper support

2.3.2.2 Lack of technical support

Teachers may be unable to successfully integrate ICT due to a lack of technical support If there‟s no both good technical support in the classrooms and whole‐school resources, teachers cannot be expected to overcome the obstacles in using ICT Pelgrum (2001) finds that in the view of primary and secondary teachers, lack of technical assistance is one of the top barriers to ICT use in education Similarly, in Sicilia's study (2005), technical problems are found to be a major barrier for teachers because "technical barriers impeded the smooth delivery of the lesson or the natural flow of the classroom activity" (p 43) Korte & Hüsing (2006) conclude that in many European countries, schools recognize the importance of reliable technical support to motivate teachers in using ICT These authors assert that teachers are more likely to explore and use ICT if they know that reliable technical support is on hand to deal with any difficulties or problems with equipment

"If a school lacks technical support, it's likely that technical maintenance will not be performed regularly, resulting in a higher risk of technical breakdowns," according to Becta (2004, p.16) Many of the respondents in Becta's survey (2004) stated that technical problems may deter them from utilizing ICT in their teaching because they are afraid of equipment breaking down in the middle of a class Teachers who receive help from their schools are more enthusiastic about using computers than those who do not They are

more confident, willing to new possibilities, and less anxious when things work correctly As a result, ICT integration in the classrooms necessitates the presence of a technician, and if one is not accessible, a lack of technical support might be a barrier (Gomes, 2005) It is a fact that frequent breakdowns that are not quickly fixed and frequent obsolescence of software create ambivalence among teachers As people's faith in technology erodes, they continue to teach in the same ways they always have

In all, successful integration of technology is not simple because it depends on such interlinking variables affecting the adoption of ICT in teaching and learning It is teacher-related characteristics that outweigh school characteristics as they are thought to be an important influence on the uptake

of technology to enhance teaching and learning This is based on the assumption that teachers are key figures in determining the successful use of ICT in the learning situation While ICT is changing teaching and learning for the better in several ways, the existing literature also identifies some barriers

A thorough understanding of barriers will assist educators in determining how

to approach them in the hopes of minimizing, if not completely eliminating, them from the teaching and learning process

2.4 Review of previous studies related to the study and the gap in the literature review

Review of studies worldwide

Numerous studies concerning perceptions about ICT use in EFL classrooms have been conducted However, they mainly focus on pre-service EFL teachers (Inayati & Emaliana, 2017; Purnamasari, 2019; Pardede, 2019; Nariyati, Sudirman, & Pratiwi, 2020), teachers‟ perceptions of the use of specific tools such

as interactive games (Asnadi, Ratminingsih, & Myartawan, 2018), computers (Yunandami & Gunawan, 2012), and social media (Agustrianita, 2017)

Additionally, Panigrahi (2011) studies the perceptions of teachers towards extensive utilization of ICT One hundred senior secondary school teachers from Haryana are selected through a simple random sampling technique A questionnaire for teachers' perceptions of ICT is developed to collect the data The study reports that teachers' perceptions do not differ significantly in the utilization of ICT and there is no difference between the perceptions of male and female teachers

In another study, Ghavifekr & Rosdy (2015) analyze teachers' perceptions of the effectiveness of ICT integration to support the teaching and learning process in classrooms in public secondary schools in Kuala Lumpur, Malaysia In this research, the quantitative methodology is used to collect and analyze the data They find that most teachers are aware of the goodness and usefulness of ICT in teaching Many teachers realize that the use of ICT helps them to improve teaching

Furthermore, Thamarana (2017) also conducts a study on the teachers' attitude towards the use of ICT in English Language teaching among English teachers in India The result of the study indicates that ICT will change the way students learn in English classes and respondents believe that ICT-based teaching is more useful than traditional teaching ways

Review of studies in Vietnam

Regarding using ICT in English teaching in the Vietnam context, the study "Exploring teaching English using ICT in Vietnam: The Lens of Activity Theory" is conducted by Pham, Tan, & Lee (2018) to understand the activities and behaviors of teachers in teaching English using ICT This qualitative study is carried out with the participation of 20 primary school teachers from 4 different provinces in Vietnam Data collected from observation and group interviews are analyzed, using Activity Theory (AT) as

a framework The results indicate that teaching English using ICT in Vietnam has become much more popular than before However, some constraints, such

as a lack of ICT expertise, a lack of ICT facilities, big classes, a severe teaching load, a lack of technical support, and a lack of backing from appropriate authorities, continue to limit the use of ICT in teaching English

Besides, another study related to ICT use in foreign language teaching

is " ICT in foreign language teaching in an innovative university in Vietnam: current practices and factors affecting ICT use" conducted by Dang (2013)

He uses the unified theory of acceptance and use of technology (UTAUT) of Venkatesh & Davis (1996) and Lin, Wang, and Lin's pedagogy technology model (2012) as the main theoretical frameworks He investigates current practices of ICT in teaching foreign languages and finds out major factors influencing ICT use in one innovative university in Vietnam A mixed-methods approach is employed with surveys, semi-structured interviews, and classroom observations The study shows that a majority of the teachers use ICT for lesson preparation and classroom teaching but their usage is limited to some frequently used applications and practices such as word processing, PowerPoint presentations, Internet search, and downloading Their usage is affected by barriers (lack of adequate ICT training, disadvantages for teachers, lack of leadership support, limited access to ICT facilities, pressure from others, technical problems, and lack of guidelines) and enablers (positive beliefs, attitudes, experience, perceptions about ease of ICT use, and ICT benefits) The study finds that the majority of the instructors utilize ICT such

as word processing, PowerPoint presentations, Internet searching, and downloading for lesson planning and classroom instruction

Most recently, in the same vein, Dinh (2015) conducts a methods study at Hanoi University, Vietnam, titled "Factors impacting English as a Foreign Language (EFL) teachers' use of Information and

mixed-Communication Technology (ICT) in classroom practice: A mixed-methods study." The study employs a mixed-methods approach, with questionnaires and semi-structured interviews The Diffusion of Innovations Theory (Rogers, 2003) and the ecological perspective (Zhao et al, 2002) are the two theoretical models The findings find that the EFL teachers use both generic and language-specific ICT applications as tools for their classroom teaching In this process, the teachers perceive that the influencing factors impact to a varying degree, with the teacher being the most important factor Teacher Technological Pedagogical Content Knowledge (TPACK) is found to have a positive correlation with their use of ICT The study also concludes that teachers‟ ICT use is complicated, as several factors and groupings of factors have complex interactions with teachers‟ ICT use

It can be seen that the reviewed literature shows that ICT as a teaching tool has been used widely Literature indicates that many countries have stepped up initiatives geared towards promoting the use of ICT in schools Nonetheless, many studies have revealed that there are challenges that have slowed down the adoption and use of ICT in high schools Although ICT use has universal benefits, there is a difference in the rate of its application depending on the context When it comes to the Vietnam context, to the best

of my knowledge, to date, several studies have focused extensively on the use

of ICT in English language teaching but there is a scarcity of studies focusing exclusively on teachers‟ perceptions about ICT even though they are one of the most significant factors affecting ICT integration Furthermore, most up-to-date evidence is needed to give a clear picture of the current situation with regard to the perceptions of teachers in using ICT for teaching EFL high school students Considering that none of the reviewed studies focused on the perceptions of teachers in the use of ICT in this area, this research is carried out By using a different theoretical framework in a different time and

context, the researcher hopes that it will provide a more diverse insight into this issue

For the purpose of this study in light of investigating teachers' perceptions about using ICT in their language teaching, the theory of the Technology Acceptance Model (TAM) developed by Davis F D (2003) has been identified and adapted as the conceptual framework for this research Although this theory was introduced in 1989 and revised several times, the two factors, namely perceived usefulness and perceived ease of use are still valid in understanding the use of technology Perceived usefulness, according

to Davis (2003), is the degree to which people believe that using a particular system will improve their job performance, whereas perceived ease of use is the degree to which people believe that using ICT will be from the effort Technology Acceptance Model (TAM) is believed to have been one of the most influential models of technology acceptance and the most used framework in predicting information technology adoption They focus on the effects of perceptions of the technology's usefulness and convenience on adoption intentions (Luarn and Lin, 2005; Lai & Zainal, 2015) Besides, TAM was also specifically designed to address the factors of users' system technology acceptance (Chau & Hu, 2002) Thus, it is favorable for examining challenges referred to as external variables in TAM

CHAPTER 3: METHODOLOGY

This chapter presents the methods used in the study to answer the research questions The chapter provides comprehensive descriptions of qualitative and quantitative research approaches Following is the information about the participants Instruments and procedure of data collection are illustrated in the next section Data analysis is demonstrated in the last part of this chapter

3.1 Research approaches

According to Creswell (2014), “research approaches are plans and the procedures for research that span the steps from broad assumptions to detailed methods of data collection, analysis, and interpretation" (p.4) There are three perennial research approaches: qualitative, quantitative, and mixed methods

Regarding quantitative approaches, according to Dörnyei (2007), quantitative research primarily relies on numerical data that is then analyzed

by statistical approaches The quantitative method is deployed through the implementation of a structured questionnaire because it emphasizes a priori category in the form of numbers to provide statistical descriptions, relationships, and explanations (McMillan & Schumacher, 1993) The quantitative approach, according to Burns & Grove (1993), is a formal, objective, systematic technique for describing and testing relationships and examining cause and effect Frankfort & Nachmias (2008) also inform that in the quantitative approach, the researcher tries to be objective and to present a blank screen to the research subjects

While the quantitative requires standard results with specific statistical data from the responses of participants, the qualitative approach allows the participant to be flexible in giving their responses Burn & Grove (1993)