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
INTRODUCTION
Background of the study
The rise of Information and Communication Technology (ICT) has significantly transformed various aspects of life globally, including travel, tourism, economy, medicine, business, engineering, finance, and education ICT encompasses a diverse range of technological tools and resources for communication, creation, dissemination, storage, and management of information, such as computers, networks, hardware, software, electronic mail, and video conferencing The rapid growth and evolution of ICT have led to its integration into education, reshaping teaching methods and learning experiences As a result, teaching has become one of the most challenging professions, as educators are required to effectively adapt to and utilize modern technologies in an increasingly knowledge-driven society.
The integration of Information and Communication Technology (ICT) in English as a Foreign Language (EFL) education has become increasingly prevalent in the digital era, as it fosters a dynamic and engaging learning environment Modern technology provides various tools, such as animations and simulations, that enhance the quality of teaching and create immersive learning experiences for students Today's learners, who have grown up surrounded by digital devices, process information differently than previous generations, necessitating that teachers adapt their methods While many educators, considered digital immigrants, have adopted technology, they often mistakenly believe that traditional teaching strategies remain effective To effectively engage contemporary students, teachers must develop new strategies that incorporate ICT, which not only boosts student motivation and engagement but also enriches teaching methods and supports educators' professional growth.
In 2006, it was found that countries such as the UK, Singapore, China, and Australia, along with the European Union, have developed educational programs aimed at improving teachers' skills in effectively integrating ICT into their teaching practices Many scholars argue that the establishment and integration of effective ICT programs are crucial for implementing comprehensive changes within schools.
In today's interconnected and globalized world, English has emerged as the language of higher education, the digital era, and international communication The Vietnamese government actively supports foreign language education, particularly the integration of ICT in English learning Consequently, English language teaching in Vietnam is experiencing significant transformation, driven by national policy changes and technological advancements Educational reforms aim to enhance English language proficiency across all levels, from primary to university, as evidenced by policies that emphasize the importance of English education and encourage the use of ICT in the learning process.
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 from the 6th Session of the 11th National Assembly of Vietnam emphasizes the importance of proactive international cooperation in education, highlighting English as a crucial foreign language.
Directive No 55/2008/CT-BGDĐT, issued by the Ministry of Education and Training on September 30, 2008, emphasizes the enhancement of Information and Communication Technology (ICT) in teaching and training within the national education system for the period from 2008 to 2012.
In 2008, the Prime Minister of Vietnam approved Decision No 1400/QD-TTg, which outlines the Project on Teaching and Learning Foreign Languages for the period from 2008 to 2020 This decision highlights the importance of professional development for teachers, the integration of ICT in foreign language education, and the need for investments in teaching facilities.
In the education sector, Information and Communication Technology (ICT) consistently ranks as a top priority for educational reform It is recognized as a vital tool for fostering innovative teaching and learning methods, while also facilitating integration into an increasingly globalized world (Peeraer & Petegem, 2011).
The 2020 Project established a framework for ICT Competency Standards for EFL teachers, drafted in 2013 This framework outlines four key standards: first, teachers must acquire basic ICT knowledge and skills aligned with their career objectives; second, they should integrate ICT into their teaching methods; third, they are required to develop the ability to utilize technology for storing information, providing feedback, and assessing learning outcomes; and finally, teachers must leverage ICT to enhance communication, collaboration, and overall teaching effectiveness.
Despite advancements, the integration of Information and Communication Technology (ICT) in education in Vietnam remains inadequate, as highlighted by Cuban, Kirkpatrick, and Peck (2001) and Dang (2013) Hong's (2014) research indicates a limited adoption of ICT in teaching, a finding echoed by Nguyen (2016), who notes that the usage of ICT among language teachers falls short of the demands posed by socio-economic development, which increasingly depends on the expansion of international services and communication (Vu & Burns, 2014).
Rationale for the study
This research is motivated by the widespread impact and substantial advantages of Information and Communication Technology (ICT) in language education Additionally, teachers' perceptions play a crucial role in English language teaching, as highlighted by Barcelos (2003), who states that teachers' actions in the classroom are shaped by their perceptions Moloi (2009) further emphasizes that these perceptions influence how teachers address challenges in their teaching environments Understanding teachers' beliefs and perceptions is essential, as it provides insights into their classroom behaviors and offers guidance for enhancing teaching practices (Jia).
Teachers' perceptions significantly influence the teaching and learning process, impacting decision-making and classroom methods To prepare students for a high-tech future, it is essential for educators to incorporate Information and Communication Technology (ICT) into English language instruction Positive attitudes towards ICT are crucial for its successful integration in education, while negative beliefs can hinder this process Therefore, effectively integrating ICT into English instruction is a viable strategy for enhancing educational outcomes.
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."
Aim and objectives of the study
This research is designed to investigate EFL high school teachers‟ perceptions of using ICT in their language teaching
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
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?
Scope of the study
A study involving 53 English teachers from seven high schools in Hoai Nhon District, Binh Dinh Province, was conducted to explore their perceptions regarding the necessity, benefits, and challenges of integrating Information and Communication Technology (ICT) into language teaching.
Significance of the study
Concerning the objective of this study mentioned above, this study hopefully can give some contributions as follows:
This study aims to enhance the understanding of teachers' perceptions regarding the use of ICT in classrooms, particularly in English teaching By exploring the necessity and benefits of ICT, the research will offer valuable insights into its effectiveness as an instructional tool, ultimately encouraging teachers to incorporate ICT into their teaching practices.
A deeper insight into the challenges faced by teachers can inform various stakeholders—such as policy-makers, decision-makers, educators, and ICT theorists—in crafting effective ICT policies and developing technology-driven educational programs This approach aims to enhance the effectiveness, applicability, and enjoyment of the learning experience.
The results of this research serve as a valuable reference for future researchers exploring the role of ICT in the English teaching and learning process.
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
Structure of the study
This chapter provides a critical review of the literature on ICT, beginning with an exploration of its definition alongside the concept of perception It highlights the advantages of integrating ICT in English language instruction and examines barriers to implementation, categorized into teacher-related and school-related challenges The discussion includes a review of previous studies conducted globally and within Vietnam, identifying gaps in the existing literature Additionally, the chapter presents the theoretical framework used to analyze teachers' perceptions of ICT integration in classrooms, concluding with a summary of the theoretical background.
2.1.1 Definition of the term ICT
Information and Communication Technology (ICT) integrates Information Technology (IT) and Communication Technology (CT) In educational contexts, ICT is defined as technology that facilitates the creation, presentation, storage, manipulation, and sharing of information (Donnelly, McGarr).
Information and Communication Technology (ICT) encompasses various tools, including hardware like computers, projectors, and digital cameras, as well as software applications such as Microsoft Word and PowerPoint It also includes internet-related software and applications that facilitate communication and learning In this context, ICT refers to both the physical devices and the software used for tasks like word processing, presentations, email, web browsing, and computer-assisted language learning (CALL) Additionally, it highlights the importance of useful websites for foreign language teaching.
LITERATURE REVIEW
Theoretical background
2.1.1 Definition of the term ICT
Information and Communication Technology (ICT) integrates Information Technology (IT) and Communication Technology (CT) In educational contexts, ICT is defined as technology that facilitates the creation, presentation, storage, manipulation, and sharing of information (Donnelly, McGarr).
Information and Communication Technology (ICT) encompasses a range of tools, including hardware like computers, projectors, and digital cameras, as well as software applications such as Microsoft Word and PowerPoint It also includes internet-related software and applications, serving as essential resources for various educational purposes In this context, ICT refers to both generic software applications—like word processors, presentation tools, email clients, web browsers, and search engines—and specialized software for computer-assisted language learning (CALL), along with valuable websites that support foreign language teaching.
Teachers' perceptions play a crucial role in the implementation of ICT in teaching and learning According to Ward & Parr (2010), perception involves recognizing, organizing, and interpreting sensory information, which allows individuals to become aware of their surroundings (Diniah, 2013) In this context, teachers' perceptions are shaped by their background knowledge and life experiences, influencing their thoughts and ideas about specific instructional aspects (Merillo & Domingo, 2019) Different foundational perspectives lead to varied interpretations among individuals.
Potential benefits of ICT in education
In today's technology-driven era, the integration of Information and Communication Technology (ICT) in education is essential, as it equips classrooms with technological devices that enhance teaching and learning Students, who are increasingly comfortable with technology, benefit from a tech-rich learning environment, making ICT integration a vital component of modern education Moreover, ICT serves as an innovative teaching tool that positively influences all facets of language instruction, demonstrating significant benefits for learners and the overall teaching process.
Integrating technology into the teaching process significantly enhances students' foreign language learning According to Altun (2014), tools such as computers, the internet, smart boards, and mobile devices boost students' motivation and language awareness Kuo (2009) emphasizes that multimedia technology, including visual aids and video clips, captivates learners and increases their interest in the subject Additionally, internet connectivity provides access to a wealth of authentic materials, making English learning more enjoyable.
Research by Lewis (2013) and Pham, Tan, & Lee (2018) indicates that the use of video clips and relevant examples in language instruction significantly enhances student engagement and inspiration The integration of Information and Communication Technology (ICT) allows educators to diversify their teaching methods, catering to students' varied interests and providing learning opportunities beyond the classroom Ultimately, ICT fosters greater confidence and motivation among students by making their educational experience more enjoyable.
2.2.2 Enhancing efficiency and effectiveness in the teaching and learning process
Information and Communication Technology (ICT) has emerged as a vital learning medium that enhances the effectiveness and efficiency of the educational process by offering multisensory stimuli, which significantly accelerates English language acquisition (Garimella & Srinivasan, 2014) Technology-aided language learning enables students to learn more rapidly and effectively, allowing teachers to communicate with students via email without the limitations of time or location This shift empowers students to become active participants in their learning journey, transforming them from passive recipients of information into engaged researchers and analysts The integration of emails, websites, and blogs in educational activities eliminates traditional barriers of space and time As noted by Swan et al (2005), technology-enhanced learning can revolutionize education and improve student performance ICT tools facilitate the investigation, construction, and analysis of information, enabling students to engage with real-world issues in a meaningful way, thereby achieving desired educational outcomes.
2.2.3 Encouraging independent and autonomous learning
ICT enhances student-centered learning and promotes learner autonomy by empowering students to take charge of their education With ICT tools, learners can engage more actively, utilizing their talents and potential for sustainable learning Traditional classroom settings often lead to passive learning, where students primarily listen and read However, integrating ICT into education allows students to participate actively, work at their own pace, and engage in more advanced forms of input and output.
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,
ICT-enhanced learning fosters collaboration by facilitating cooperation, communication, and interaction among students, enabling them to work effectively in teams on joint projects (Lim & Tay, 2003) Blogging, for instance, allows students to comment on each other's work, share experiences, and reflect critically, thereby enhancing their critical thinking skills (Silviyanti & Yusuf, 2015) Two-way interaction is essential for learning a second language, extending beyond traditional professor-student dynamics to include various forms of learner interactions, such as learner-content and learner-learner exchanges (Ariza, Eileen, & Hancock, 2003; Wong et al., 2006) The rise of ICT, particularly through web 2.0 activities, provides platforms for students to acquire, collaborate on, and share knowledge with peers and educators, promoting engagement and interaction across distances As noted by Valk, Rashid, & Elder (2010), ICT empowers both instructors and learners by enhancing communication, engagement, and transforming teaching and learning processes.
2.2.5 Increasing authentic learning environment and cultural understanding
Nguyen (2018) asserts that the effective integration of ICT in language education significantly enhances EFL teaching and learning by fostering authentic language environments This technology provides access to learning materials in real-life contexts, which is essential for developing second language skills ICT creates rich, multidimensional learning experiences, allowing language learners to interact with native speakers, engage in virtual exchanges with peers, and access authentic resources These elements are crucial for improving communicative competence and facilitating language acquisition (Felix, 2001; Mullamaa).
In contrast to traditional teaching methods that emphasize knowledge transmission, technology-based education minimizes teacher-centered approaches and alleviates students' anxiety regarding language learning Information and Communication Technology (ICT) serves as an essential resource for English as a Foreign Language (EFL) learners, enabling them to enhance their vocabulary, improve pronunciation, and gain cultural insights By utilizing technology, students actively engage in their learning process, acquiring both language skills and cultural awareness, which ultimately strengthens their English proficiency while deepening their understanding of native English-speaking cultures.
In the digital age, Information and Communication Technology (ICT) is essential for language education Effective digital activities enhance students' independent and collaborative learning, boost their linguistic skills, facilitate content acquisition, improve linguistic performance, and foster interaction, ultimately making the learning experience more enjoyable.
Barriers to the use of ICT in education
Despite numerous studies highlighting the benefits of Information and Communication Technology (ICT) in enhancing teaching and learning quality, many educators struggle to incorporate this technology into their classrooms The integration of ICT is a complex process that presents both innovative opportunities and significant challenges, necessitating changes to established teaching methods These challenges are commonly known as barriers (Schoepp).
Numerous barriers hinder the successful integration of ICT in classrooms, and if these challenges are not identified and addressed, integration efforts may be ineffective from the start One effective strategy to overcome these obstacles is to integrate ICT into the curriculum rather than adapting the curriculum to fit ICT.
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 categorized barriers to technology integration into extrinsic and intrinsic types, though definitions of these terms can differ across studies Ertmer (1999) identifies extrinsic barriers, or first-order barriers, as issues related to technological access, support, and time, while intrinsic barriers, or second-order barriers, pertain to teachers' beliefs about teaching, technology, classroom practices, and resistance to change Similarly, Al-Alwani (2005) emphasizes that extrinsic barriers are organizational in nature, affecting the broader system, while intrinsic barriers are more personal, impacting teachers, administrators, and individuals directly.
The literature review identifies two main categories of barriers: teacher-level and school-level barriers According to Becta's research (2004), teacher-level barriers include factors related to the individual, such as lack of time, confidence, and resistance to change, while school-level barriers pertain to institutional issues like inadequate access and ineffective training Additionally, Pelgrum (2001) distinguishes between material barriers, which refer to the absence of physical equipment, and non-material barriers, which encompass intangible factors such as lack of knowledge, confidence, or time.
This paper aims to identify the challenges of integrating ICT in English language teaching by categorizing barriers into two main types: those related to teachers and those associated with school administration and systems While some studies address obstacles at the teacher, institutional, or systemic levels, this literature review focuses specifically on the difficulties encountered in the educational context.
To assess the success of ICI integration initiatives, it is crucial to consider teachers' perceptions, as their views on technology's impact on classroom practices significantly influence ICT integration Teacher-related issues play a vital role in determining the effective use of ICT in education, and barriers related to teachers can hinder this process While some characteristics, such as age and gender, may seem like minor obstacles, there is insufficient evidence to suggest they significantly affect teachers' ICT usage, leading to their exclusion from this study.
A major barrier to the effective use of ICT resources in education is the lack of time Despite many teachers possessing the skills and confidence to integrate technology into their classrooms, they often struggle to do so due to time constraints Numerous studies highlight that time limitations and challenges in scheduling technology-based classes significantly hinder teachers' ability to utilize ICT in their teaching practices.
Insufficient time allocation for teachers is a significant barrier to ICT integration in schools, as highlighted by (2001) Educators express concerns about not having adequate time to familiarize themselves with new technologies and prepare innovative lessons Becta (2004) emphasizes that teachers who do not fully utilize technology often face time constraints Additionally, Gomes (2005) reveals that some educators perceive the use of ICT as a waste of time.
According to a 2005 study, teachers frequently cite a lack of time as their primary challenge, as they must plan technology lessons, explore various Internet resources, troubleshoot technical issues, and evaluate educational software However, simply addressing the time constraint may not resolve the issue, as many educators still struggle with insufficient knowledge and skills in utilizing information and communication technology (ICT).
Research indicates that a significant barrier to the integration of ICT in teaching is teachers' lack of confidence According to Becta (2004), this issue plays a crucial role in hindering the adoption of ICT in classrooms.
Many teachers lack confidence in using ICT, often feeling hesitant to utilize it in front of students who may be more knowledgeable This reluctance can stem from a lack of willingness or ability to integrate technology into their classrooms According to Scrimshaw (2004), instructors need a high level of confidence when working with ICT Students' attitudes and expectations regarding their teachers' technological competence significantly contribute to these confidence issues Additionally, the pervasive use of modern technology by students places increasing pressure on teachers to be knowledgeable and proficient in ICT.
Despite receiving ICT training, teachers may struggle to effectively integrate technology into their teaching practices due to a lack of confidence This inconsistency between training and actual usage highlights the challenges educators face in adopting ICT in the classroom, as noted by 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
Cyberphobia, as noted by Beggs (2000), can significantly hinder a teacher's willingness and ability to utilize information and communication technology (ICT) Additionally, research by Balanskat, Blamire, and Kefala (2006) and Osborne and Hennessy (2003) suggests that a lack of confidence and experience with technology negatively impacts teachers' motivation to incorporate ICT into their teaching practices.
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
Teachers' ability to effectively integrate ICT into their teaching practices is closely linked to their confidence and competence (Becta, 2004) A significant barrier to ICT integration is the lack of knowledge among teachers Tezci (2010) highlights that a higher level of ICT knowledge among educators correlates with increased ICT usage in educational settings Additionally, a literature review by Newhouse (2002) for Western Australian government schools identifies insufficient computer skills and knowledge as a major obstacle for teachers in utilizing ICT effectively.
Research indicates that the level of barriers to ICT adoption varies across countries In developing nations like Syria, teachers' lack of technical competence is identified as a significant obstacle to the acceptance of ICT (Albirini, 2006) A global survey by Pelgrum (2001) similarly highlights that insufficient knowledge of technology among teachers in these regions is a primary hindrance to ICT integration in education In Saudi Arabia, the lack of ICT skills is a major barrier to incorporating technology into science education (Al-Alwani, 2005; Almohaissin, 2006) Findings reveal that teachers who do not utilize computers in classrooms cite skill deficiency as a key factor limiting their use of ICT for teaching A study by Balanskat et al (2006) shows that in Denmark, the non-use of ICT in teaching is mainly attributed to teachers' lack of skills rather than pedagogical issues Conversely, in the Netherlands, teachers' ICT knowledge is no longer seen as the main barrier to its use Overall, the lack of teachers' competence is a significant barrier to ICT integration in education and contributes to a lack of confidence and other challenges.
2.3.1.4 Resistance to change and negative attitude
Review of previous studies related to the study and the gap in the
Numerous studies have explored perceptions of ICT use in EFL classrooms, primarily focusing on pre-service EFL teachers (Inayati & Emaliana, 2017; Purnamasari, 2019; Pardede, 2019; Nariyati, Sudirman, & Pratiwi, 2020) These studies also examine teachers' views on specific tools, including interactive games (Asnadi, Ratminingsih, & Myartawan, 2018), computers (Yunandami & Gunawan, 2012), and social media (Agustrianita, 2017).
Panigrahi (2011) investigates teachers' perceptions regarding the extensive use of ICT, involving a sample of one hundred senior secondary school teachers from Haryana selected through simple random sampling A specially developed questionnaire was utilized to gather data on these perceptions The findings indicate that there are no significant differences in the perceptions of ICT utilization among teachers, regardless of gender.
A study by Ghavifekr & Rosdy (2015) examines teachers' perceptions of ICT integration in public secondary schools in Kuala Lumpur, Malaysia Utilizing a quantitative methodology for data collection and analysis, the research reveals that the majority of teachers recognize the benefits and effectiveness of ICT in enhancing the teaching and learning process Many educators acknowledge that incorporating ICT significantly improves their teaching practices.
Thamarana (2017) conducted a study examining English teachers' attitudes towards the use of ICT in English language teaching in India The findings reveal that ICT has the potential to transform student learning in English classes, with respondents expressing that ICT-based teaching methods are more effective than traditional approaches.
Review of studies in Vietnam
A study titled "Exploring teaching English using ICT in Vietnam: The Lens of Activity Theory" by Pham, Tan, & Lee (2018) investigates the activities and behaviors of English teachers utilizing ICT in Vietnam Conducted with 20 primary school teachers across four provinces, this qualitative research employs Activity Theory as its analytical framework The findings reveal a significant increase in the popularity of ICT in English teaching; however, challenges such as insufficient ICT expertise, inadequate facilities, large class sizes, heavy teaching loads, lack of technical support, and insufficient backing from authorities hinder its effective implementation.
A study by Dang (2013) explores the use of Information and Communication Technology (ICT) in foreign language teaching at an innovative university in Vietnam, highlighting current practices and the factors influencing ICT utilization.
The study employs the unified theory of acceptance and use of technology (UTAUT) by Venkatesh & Davis (1996) and the pedagogy technology model by Lin, Wang, and Lin (2012) to explore the current practices of ICT in foreign language teaching at an innovative university in Vietnam Utilizing a mixed-methods approach that includes surveys, semi-structured interviews, and classroom observations, the research reveals that while most teachers incorporate ICT for lesson preparation and classroom instruction, their usage is primarily limited to common applications such as word processing, PowerPoint presentations, Internet searches, and downloading Factors influencing ICT use include barriers like inadequate training, lack of leadership support, and technical issues, alongside enablers such as positive attitudes, prior experience, and perceived ease of use.
Most recently, in the same vein, Dinh (2015) conducts a mixed- methods study at Hanoi University, Vietnam, titled "Factors impacting English as a Foreign Language (EFL) teachers' use of Information and
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,
The study identifies two theoretical models: the 2003 model and the ecological perspective from Zhao et al (2002) It reveals that EFL teachers utilize both generic and language-specific ICT applications in their teaching The findings indicate that various influencing factors affect this usage, with the teacher being the most significant Additionally, there is a positive correlation between Teacher Technological Pedagogical Content Knowledge (TPACK) and ICT usage The research concludes that the use of ICT by teachers is complex, involving intricate interactions among multiple factors.
The literature indicates that ICT has been widely adopted as a teaching tool, with many countries promoting its use in schools However, challenges have hindered its adoption in high schools, and the rate of ICT application varies by context In Vietnam, while several studies have examined ICT in English language teaching, there is a lack of research focusing on teachers' perceptions of ICT, despite their crucial role in its integration Current evidence is needed to understand teachers' views on using ICT for teaching EFL high school students This research aims to fill that gap by employing a different theoretical framework in a new context, providing diverse insights into the issue.
This study investigates teachers' perceptions of using ICT in language teaching through the lens of the Technology Acceptance Model (TAM), developed by Davis (2003) Despite its introduction in 1989 and subsequent revisions, the core factors of perceived usefulness and perceived ease of use remain relevant for understanding technology adoption Perceived usefulness refers to the belief that using a system enhances job performance, while perceived ease of use indicates the belief that using ICT requires minimal effort TAM is recognized as a leading model for predicting technology acceptance, emphasizing how perceptions of usefulness and convenience influence adoption intentions (Luarn and Lin, 2005; Lai & Zainal, 2015) Additionally, TAM specifically addresses user acceptance factors, making it suitable for exploring challenges related to external variables in technology adoption (Chau & Hu, 2002).
Summary
This chapter explores the concept of Information and Communication Technology (ICT) and its perception in education It outlines the advantages and challenges associated with integrating ICT into teaching practices The chapter concludes with a review of existing literature, identifies gaps in research, and discusses the theoretical framework utilized in the study.
METHODOLOGY
Research approaches
Research approaches are essential frameworks that guide the entire research process, encompassing everything from overarching assumptions to specific methods for data collection, analysis, and interpretation (Creswell, 2014) The three primary research approaches include qualitative, quantitative, and mixed methods.
Quantitative research, as noted by Dửrnyei (2007), relies on numerical data analyzed through statistical methods This approach utilizes structured questionnaires to emphasize predefined categories in numerical form, enabling statistical descriptions and relationships (McMillan & Schumacher, 1993) Burns & Grove (1993) describe the quantitative method as a formal, objective, and systematic technique for testing relationships and examining cause and effect Additionally, Frankfort & Nachmias (2008) highlight that researchers in this approach strive for objectivity, presenting a neutral perspective to research subjects.
The quantitative approach relies on standardized results and specific statistical data from participants, while the qualitative approach offers flexibility in responses According to Burn & Grove (1993), qualitative research is a systematic subjective method that describes life experiences and situations to derive meaning, emphasizing the quality of information over sample size Parahoo (2014) highlights that this approach focuses on individual experiences and their uniqueness Additionally, McMillan & Schumacher (1993) note that qualitative data is collected in the form of words, providing an in-depth verbal description of phenomena gathered by the researcher.
This study utilizes a descriptive design that integrates both qualitative and quantitative approaches within a single phase Quantitative data is gathered through questionnaires, while qualitative insights are obtained from interviews According to Creswell (2014), combining these methods offers a more comprehensive understanding of research problems than using either approach alone By leveraging the strengths of both methodologies and mitigating their weaknesses, this research aims to provide reliable and valid data for the investigation process.
Research setting and participants
The study involved 53 EFL teachers from seven high schools in Hoai Nhon District, Binh Dinh Province, who participated voluntarily and anonymously, with nearly unanimous agreement Prior to the study, the researcher provided the teachers with comprehensive information regarding the study's aims and significance Background information about the participants is summarized in Table 3.1.
Table 3.1 Background information of the participants
Information Frequency Percentage Gender Male 16 30.2
High schools Chu Van An 7 13.2
Three days after the questionnaire, three teachers—one from each school—were invited to participate anonymously in semi-structured interviews This selection was intentional to ensure diversity in gender, age, and teaching experience.
Data collection instruments
The researcher employed two instruments for this study: questionnaires for gathering quantitative data and interviews to obtain qualitative insights, aiming to explore teachers' perceptions of using ICT in their teaching practices.
A questionnaire is a research tool that consists of a series of questions and other prompts that are used to collect data from the respondents Brown
Questionnaires are recognized as the most efficient method for gathering large-scale information from numerous participants within a limited timeframe (2001) They are easy for researchers to construct and administer, while also being user-friendly for respondents (Malhotra, 2006) Thematic arrangement of questions facilitates straightforward comparison and analysis, allowing for quick and easy data collection With clear instructions, participants can self-complete the questionnaire Furthermore, questionnaires serve as valuable tools for exploring individuals' perceptions, behaviors, and attitudes toward specific events (Wisker, 2001) Consequently, to assess teachers' perceptions with a substantial number of survey participants, utilizing a questionnaire is deemed a reasonable choice.
This research utilized a questionnaire (Appendix A) consisting of 22 items divided into four sections Section A gathered background information on participants, including gender, age, and teaching experience Sections B, C, and D explored EFL high school teachers' perceptions regarding the necessity and benefits of using ICT, as well as the challenges they face in its implementation For the analysis of the three research questions, the focus was primarily on 19 items from sections B, C, and D.
This study aimed to gather data on teachers' perceptions of the benefits of using ICT in English language teaching To achieve this, a questionnaire adapted from Mahdum, Hadriana, and Safriyanti (2019) was utilized, consisting of 17 items These items assessed EFL teachers' views on the usefulness of ICT for student learning (10 items) and for teacher instruction (7 items) Responses were measured using a 4-point Likert Scale, ranging from (1) strongly disagree to (4) strongly agree.
While questionnaires offer valuable insights for data collection, they have inherent limitations Despite a thorough literature review prior to their design, participants may possess additional ideas not captured in the questionnaire, leading to unexpressed opinions To address these shortcomings, interviews are also utilized alongside questionnaires, providing a more comprehensive understanding of participants' perspectives.
In addition to questionnaires, the researcher opts for individual interviews due to their prominence as a qualitative research method Dürnyei (2007) notes that qualitative research primarily utilizes open-ended, non-numerical data, which is typically analyzed through non-statistical methods.
Interviews are a crucial qualitative research tool that offers flexibility in exploring topics in depth Following the questionnaire phase, interviews focus on a select group of typical research subjects By utilizing open-ended questions, researchers can encourage interviewees to elaborate on their thoughts, leading to more reliable information and a deeper understanding of respondents' views and interests This method allows researchers to gain insights into issues that may not be captured through questionnaires alone.
This study utilizes semi-structured interviews to gather teachers' perspectives on the use of ICT in classrooms This interview format strikes a balance between structured and unstructured approaches, allowing for both interviewer guidance and informant input (Arksey & Knight, 1999) While there is a defined list of topics and questions, interviewees have the freedom to elaborate on their thoughts and discuss related issues (Denscombe, 2008).
Data collection procedure
A total of 53 EFL teachers from 7 high schools in Hoai Nhon district, Binh Dinh province received hard copy questionnaires, which I personally distributed to ensure they were not overlooked or discarded.
To enhance clarity for teachers, the questionnaires were provided in Vietnamese, ensuring they could comprehend the questions fully and respond accurately The data collection procedures for the quantitative research are depicted in Figure 3.1 below.
Figure 3.1 Quantitative data collection procedure
The researcher conducted semi-structured interviews with three purposefully selected participants to ensure diversity in age, gender, and teaching experience The interview questions, aligned with the research objectives, consisted of six open-ended queries aimed at exploring EFL teachers' perceptions of ICT in their teaching These interviews were held between June 1st and June 15th, with each session conducted either face-to-face or via phone, based on the participants' preferences To facilitate comfortable expression, the interviews were conducted in Vietnamese, and responses were tape-recorded and transcribed for analysis To maintain confidentiality, participants were identified as Teacher 1 (T1), Teacher 2 (T2), and Teacher 3 (T3), with their real names omitted Figure 3.2 illustrates the qualitative data collection procedure.
Quantitative data (questionnaires) Quantitative analysis
Figure 3.2 Qualitative data collection procedure
Data analysis methods
This research employed both quantitative and qualitative methods to analyze data from two collection instruments The quantitative data from the questionnaire were analyzed using statistical frequency and percentage, and presented in tables and charts for clarity Additionally, qualitative data from interviews were utilized to enhance and illustrate the questionnaire results.
Summary
This chapter outlines the study's methodology, focusing on a mixed-methods approach It details the participants involved and the instruments used for data collection, along with the procedures for administering questionnaires and conducting interviews Additionally, it provides a brief overview of the data analysis process.
Qualitative data (transcripts) Qualitative analysis
FINDINGS AND DISCUSSION
EFL Teachers' perceptions of the necessity of using ICT in English
In the initial section of the questionnaire, participants identified their reasons for utilizing ICT and expressed their views on its significance in language teaching This part of the study provides insights into EFL teachers' perceptions regarding the necessity and rationale for incorporating ICT in language instruction Chart 4.1 below illustrates the teachers' responses, highlighting their opinions on the essential role of ICT in English language teaching.
Chart 4.1 The necessity of using ICT in English language teaching
As illustrated in Chart 4.1, a large percentage of the teachers (nearly 85
A significant majority of the teachers surveyed agreed on the importance of integrating Information and Communication Technology (ICT) into English language classes, highlighting their belief in its necessity for effective teaching.
To make this viewpoint strongly approved, through most of the interviews, the teachers shared the same thoughts about the importance of using ICT in their teaching as follows:
“I think that ICT should be used in schools, especially in EFL classes.”
“In my opinion, EFL teachers should integrate ICT into their teaching because ICT plays an important role in enhancing teaching and learning.”
However, the importance is appreciated on different levels While 56.6
% of the studied teachers strongly agreed that it was very important to use ICT in English language teaching and 41.5 % of the teachers stated that it was
Strongly agree Agree Strongly disagree important, just a few teachers (1.9%) thought that it was not very important to use ICT in English classes as described in Chart 4.2
Chart 4.2 The importance of using ICT in English language teaching
From the above analysis, the researcher comes to the conclusion that the teachers were fully aware of the importance of using ICT in English teaching activities
Another interesting point is that the reasons for the teachers‟ use of ICT varied This can be clarified in Chart 4.3 below
Very important Important Not very important
Chart 4.3 The rationale for using ICT in English language teaching
Chart 4.3 indicates that 86.8% of teachers utilized ICT in their teaching due to its positive impact on both educators and students Additionally, 67.9% of teachers noted that students preferred learning in an ICT environment over a traditional classroom This trend suggests that teachers are motivated to incorporate ICT to align with students' expectations, as many have grown up surrounded by technology (Prensky, 2001) Personal preference also played a role, with 41.5% of teachers citing it as a reason for using ICT Furthermore, 24.5% of teachers reported that school requirements influenced their use of ICT, and the same percentage expressed confidence in their ICT skills Interestingly, the lowest-ranked reason was the influence of colleagues, indicating that peer pressure was not a significant factor in adopting ICT in the classroom.
The use of ICT brings better benefits and outcomes to
I prefer using ICT in teaching English to teaching without using ICT.
I have the skills and knowledge to use ICT.
My students prefer to learn in an ICT classroom than in a non-ICT classroom.
My colleagues use ICT in class so
I have to use it too.
Schools mandate the integration of ICT in teaching practices However, the influence of teachers or school administrators on the use of ICT by EFL teachers in this study was minimal.
The survey findings were corroborated by interview responses, highlighting that three participants utilized ICT in English teaching due to its perceived benefits for learning (T1) Additionally, teachers noted that incorporating ICT in certain lessons increased student engagement and interest in their learning (T3).
Research indicates that teachers' beliefs and awareness of the benefits of Information and Communication Technology (ICT) significantly influence their use of ICT in English language teaching This finding aligns with previous studies that highlight the importance of positive beliefs and attitudes as key factors for successful ICT integration in education.
EFL Teachers‟ perceptions of the benefits of using ICT
4.2.1 Teachers’ perceptions of ICT usefulness for students’ learning
The research aimed to explore EFL high school teachers' perceptions regarding the benefits of using ICT in English language teaching, with 17 out of 22 questionnaire items dedicated to this topic The findings are illustrated in Chart 4.4.
Chart 4.4 Teachers’ perceptions of ICT usefulness for learning English
The findings indicate that a significant majority of students view ICT as beneficial for English language learning, with over 90% agreeing that it enhances learning efficiency Additionally, nearly all teachers (almost 100%) believe that ICT increases student interest in learning, while only 1.9% disagree Furthermore, 94.3% of teachers assert that ICT promotes active learning, and 94.4% find that it makes learning activities more engaging, with only 5.7% expressing disagreement on these points.
Additionally, this finding was reconfirmed by what T2 shared in the interview as follows
“Compared to printed books, ICT is more interesting Students do not feel bored when learning English, so they become more motivated, creative, and active in their learning”.
Strongly Disagree Disagree Agree Strongly Agree
Over 98% of teachers believe that ICT enhances the diversity of teaching and learning activities, allowing education to occur in various settings, including classrooms and homes, at any time This flexibility enables students to engage in both guided learning with teachers and self-directed study, fostering the development of diverse skills and personalized learning experiences This perspective aligns with Jurich's assertion that technology significantly enriches educational practices.
Learning a second language can take various forms, whether in a classroom or at home, with or without a teacher, and can focus on grammar to different extents Regardless of the setting or method, information and communication technologies play a crucial role in enhancing the language learning experience.
It is noticeable that 93.3% of the respondents thought that the use of ICT improved learners' listening, speaking, reading, writing, grammar, and vocabulary skills This was clarified in an interview:
Using applications like Grammarly and Duolingo can significantly enhance English language learning These tools allow users to practice independently, thereby improving essential skills such as listening, speaking, reading, writing, grammar, and vocabulary.
A significant 92.4% of teachers reported that integrating ICT enhances communication opportunities between students and both teachers and peers As noted by T2 in an interview, utilizing online platforms like email and blogging allows students to express and share their ideas publicly, fostering a collaborative learning environment.
Using blogs as a pedagogical tool aligns with the Common European Framework of References for Languages (CEFRL) objectives, promoting task-based learning, authentic interactions, and collaborative learning Additionally, a study by Sanchez & Aleman (2011) emphasized the advantages of incorporating ICT in education, noting that it enhances access to course materials and encourages interaction among students, teachers, and peers.
A significant majority of teachers, accounting for 98.1%, believe that the integration of ICT facilitates the execution of learning activities, while only 1.9% disagree One teacher elaborated in an interview, stating that students can access conversations, videos, and a variety of images and documents related to the lesson, which enhances their understanding and simplifies their learning tasks (T1, June 1st).
A significant 88.7% of respondents acknowledged that Information and Communication Technology (ICT) enhances student-centered teaching methods Interviewees praised ICT for its role in fostering independent learning, emphasizing that it enables students to seek out relevant knowledge and information without relying heavily on teachers With access to resources like the Internet, educators can simply assign tasks and facilitate the learning process, allowing students to explore and learn autonomously.
Chart 4.4 reveals that 94.3% of respondents believe that the use of ICT enhances learners' creativity and imagination, while 5.7% disagree These findings align with Thamarana's research.
(2017) finding that teachers believe ICT helps better thinking and learning process of their learners
The results from the questionnaires and interviews revealed that EFL teachers held positive views on the integration of ICT in their teaching practices A majority of the teachers recognized the substantial advantages that ICT brings to both learning and teaching processes.
4.2.2 EFL Teachers’ perceptions of ICT usefulness for teachers’ teaching
The information on teachers' perceptions regarding the integration of ICT in language teaching is presented in Table 4.1 below
Table 4.1 Teachers’ perceptions of ICT usefulness for teaching English
1 The use of ICT makes me learn new skills related to the Internet, computer, Zoom, etc
2 The use of ICT helps me provide students with learning resources quickly and conveniently
3 The use of ICT makes it easier for me to present and deliver lesson content
4 The use of ICT makes it easier for me to track my students' academic progress
5 The use of ICT makes it easier for me to control student learning
6 The use of ICT makes it easier for me to measure my students' academic progress
7 The use of ICT makes it easier for me to store teacher and student documents
A significant 93.6% of teachers indicated that the use of ICT facilitated quick and convenient access to learning resources, while only 3.8% expressed strong disagreement This finding aligns with interview responses, where all three participants noted that ICT made the delivery of documents and learning materials easier and faster One participant emphasized that "there would be no limitation on information sharing as long as both sides had an Internet connection," highlighting how this technology accelerates the dissemination of information and enhances convenience in the sharing process.
A significant majority of respondents, 98.1%, agreed that ICT facilitates the presentation and delivery of lesson content by teachers Additionally, 86.8% of teachers recognized the need to acquire new skills related to the Internet and digital tools like Zoom for effective ICT integration in teaching, while 13.2% disagreed Notably, 88.7% of respondents found that ICT simplifies tracking students' academic progress, and 94.3% appreciated its role in storing both teachers' and students' documents.
Chhabra (2012) highlights the significant role of ICT, especially the Internet, in education It enables teachers to send assignments via email, conduct online tests, and monitor student progress at any time For students, this means they can access learning materials and tasks even if they miss a class, ensuring they stay on track Additionally, schools benefit from increased efficiency through these technological advancements.
Table 3 shows that 83% of teachers agreed that ICT facilitates the monitoring of student learning and assessment of academic progress However, 15.1% of teachers disagreed with this statement, indicating a divide in opinion Additionally, 5.7% of teachers expressed that they do not find ICT helpful for storing teacher and student documents.
Summary
This chapter discusses the findings from questionnaires and interviews regarding EFL teachers' perceptions of ICT in their teaching Most participants expressed a positive attitude towards the necessity and benefits of integrating ICT into English teaching and learning However, the findings also revealed challenges faced by teachers when implementing ICT in the classroom The subsequent chapter will explore the implications, limitations, and provide suggestions for future research.