INTRODUCTION
Vietnamese context of ICT use in education
For a better understanding of the study, it is essential to describe its context
Vietnam is rapidly advancing in innovative technology, emerging as one of Asia's "Power 4" in smartphone development, with 43.9% of its population using the Internet Access to computers and smartphones is increasingly common for students, particularly in urban areas The National Foreign Language Project 2020 has significantly improved educational resources by providing schools nationwide with computer labs for language learning Computing has become a mandatory subject in secondary and high schools, with many students attending short courses to gain proficiency in programs like Microsoft Word and Excel, preparing them for future academic and career opportunities Additionally, initiatives in major cities are introducing electronic student IDs, enabling students to create online profiles and access their grades digitally Overall, these advancements in facilities and skills are equipping Vietnamese students to effectively engage with ICT tools in their education.
Vietnam's National Foreign Language 2020 Project, initiated in 2008 through Prime Ministerial resolution 1400/QĐ-TTg, outlines seven key objectives, with a focus on integrating ICT in foreign language education A significant outcome of this initiative is the development of the English Teacher Competencies Framework (ETCF), which defines essential skills for English teachers, including the ability to utilize basic ICT tools in their teaching To support this objective, various educational institutions in Vietnam offer technology courses aimed at equipping English as a Foreign Language teachers with the necessary skills to effectively incorporate these tools in their classrooms.
(EFL) for integrating technology into their lesson delivery In that movement, technology has woven its way into schools and become an integral part of Vietnamese nationwide teaching practice
As regards technology support, on the website of NFL2020P, a bountiful collection of articles about how to integrate ICT into teaching have been recommended Besides the website of Vietnam’s NFL2020P, a technology hub was also created by the Ministry of Education and Training (MOET) at http://edu.net.vn/media to provide a variety of educational tools such as Moodle, Lecture Maker, and Adobe Presenter 7, and other software and applications for video and audio editing or presentation, together with advice to use such tools for designing teaching materials Moreover, the online library http://violet.vn is also one of the most visited websites for teachers of all subjects to exchange lesson plans, tests, and exercise collections Recently, a six-free-course program of educational technology has officially been recommended on the website of the National Foreign Language 2020 Project It is offered on https://education.microsoft.com by the educational network of Microsoft which has attracted millions of educators worldwide The course gives opportunities for teachers to upgrade their knowledge and skills in using updated educational technologies at a very modest cost of an internet connection A Facebook closed group of ICT practitioners - MIE Expert Vietnam (Microsoft Innovative Educator) also functions like a community of practice where new ways of integrating ICT in the classroom are shared, achievements celebrated, contributions acknowledged, and questions raised for consultations This online community has attracted more than 16000 teachers from all levels of education and all disciplines in Vietnam and more importantly, it has almost daily post of sharing about how to use different technological tools to perform a range of tasks the stage of preparation to actual teaching Similar communities of practice around the world can be found on Facebook, and their membership is almost always discretionary In brief, the activeness in applying technology in teaching, the availability of basic facility for ICT integration, and the efforts to familiarize students with educational technology have been witnessed nationwide in teaching in general and EFL teaching in particular This justifies the conditions for doing a research about ICT integration that assist EFL learning in Vietnam.
The measurement of levels of ICT integration with different frameworks
Some popularly used models for deciphering and guiding ICT integration in education now comprise the extended Unified Theory of Acceptance and Use of
Technology (Venkatesh, Thong, & Xu, 2012), TPACK (Technological Pedagogical and Content Knowledge) (Koehler & Mishra, 2009), TIM (Technology Integration Matrix) (FCIT, 2011), RAT (Replacement – Amplification – Transformation) (Hughes, Thomas,
The article discusses various models of technology integration in education, including the pedagogy-technology model and the SAMR framework, highlighting that these models do not focus on the same aspects of ICT applications Additionally, it references the extended Unified Theory of Acceptance and Use of Technology, which identifies factors influencing technology adoption and explains 52% of the variance in technology use and up to 74% in behavioral intention This indicates a significant understanding of how practitioners integrate technology in educational settings.
TPACK emphasizes teachers' ability to integrate technological knowledge into pedagogical plans for effective subject delivery, highlighting the interplay between technology, pedagogy, and content (Koehler & Mishra, 2009) This framework serves as a foundation for teachers' professional development In contrast, the TIM provides a structured overview of five characteristics of a meaningful learning environment and levels of technology integration, aimed at enhancing learning experiences (FCIT, 2011) Additionally, the RAT framework illustrates how technology can transform teaching and learning by replacing traditional methods, amplifying learning, and creating experiences that would be impossible without technology (Brakoniecki, Glassmeyer, & Amador).
The pedagogy-technology model emphasizes enhancing learning while addressing the complexities of instructional technology, featuring four levels in the pedagogy dimension and eight levels in the technology dimension (Lin et al., 2012a) Additionally, the SAMR model outlines four levels of ICT integration: Substitution, Augmentation, Modification, and Redefinition, providing a framework for understanding the impact of technology on educational practices.
The Augmentation, Modification, and Redefinition (AMR) framework by Puentedura (2006) offers a structured approach to enhancing educational tasks and activities across four levels Its relevance to contemporary teaching practices has garnered significant interest (Veletsianos, 2016) While the theoretical underpinnings of these models vary, they demonstrate practical value in educational contexts Nonetheless, a lack of established theories for assessing the suitability of specific models in various settings means that practitioners often choose models based on personal preferences (Veletsianos, 2016).
Statement of the problem
The SAMR model, a widely debated framework for measuring ICT integration, has faced significant criticism regarding its validity Green (2014) questioned its foundation, suggesting it was based on personal presentations rather than empirical studies involving teachers Similarly, Marcovitz and Janiszewski (2015) criticized the model for prioritizing technological means over enhancing learning Furthermore, Hamilton, Rosenberg, and Akcaoglu (2016) highlighted that the SAMR model lacks contextual relevance, failing to consider essential factors such as technology infrastructure, community support, and teacher knowledge This rigid, prescriptive structure emphasizes products over processes, leading to inconsistent interpretations among technology users regarding the SAMR levels.
The SAMR model is a valuable framework for integrating ICT in classroom teaching, as it provides teachers with practical examples of how technology can enhance lessons While it may appear to focus solely on the final products, such as student-created videos or online classes, the model emphasizes the importance of the processes leading to these outcomes, which can be tailored to individual students' backgrounds and skills This approach highlights the practical significance of the SAMR model, supported by extensive research that demonstrates its effectiveness in promoting English as a Foreign Language (EFL) teaching through various ICT applications.
The current issue with the SAMR model is its lack of consistency in interpreting its levels, primarily due to the inadequately defined stages The model comprises four levels, with the first two being Substitution and Augmentation.
In the era of Web 4.0, characterized by the integration of technologies like social networks, the Internet of Things, Big Data, and artificial intelligence, the role of ICT in education has evolved beyond mere substitution of traditional tools The emergence of mobile applications and AI-driven platforms for personalized learning highlights the need for a more advanced application of technology in teaching Despite the clear necessity for integrating ICT in higher education, research on its advanced use, particularly in English as a Foreign Language (EFL) instruction, remains limited.
The SAMR model's popularity in English as a Foreign Language (EFL) education highlights its strengths and weaknesses, emphasizing the necessity for research on ICT integration at advanced levels This study aims to clarify the essential components of the Modification and Redefinition stages of the SAMR model, drawing on insights from EFL teachers who regularly utilize ICT in their teaching practices.
Aims of the study
(1) figuring out the priorities EFL teachers put on different learning supporting effects of their ICT integration
This article investigates EFL teachers' assessments of the learning benefits derived from integrating ICT, focusing on its overall perceived effectiveness The findings aim to enhance the SAMR model by incorporating insights from EFL teachers, particularly regarding the higher levels of Modification and Redefinition, as experienced by them as ICT practitioners.
Research questions
A case study was conducted on a group of EFL teachers involved in an online teaching project to address key concerns and achieve the research objectives, focusing on specific questions related to their experiences and challenges.
1 How much do ELF teachers prioritize learning supporting effects in their teaching with technology?
2 How does the learning usefulness of ICT integration’s effects align with
Modification and Redefinition levels of SAMR model?
Significance of the study
This study enhances the understanding of the two higher levels of the SAMR model by providing criteria for advanced ICT integration based on empirical data from EFL teachers It addresses inconsistencies in interpreting these levels and offers valuable insights for professional development and technology integration programs in educational settings The findings highlight the impact teachers can make to foster improved learning support for students, while also serving as a framework for evaluating ICT integration among EFL educators.
Definitions of key terms
Information and Communication Technology (ICT) encompasses a broad spectrum of technologies and can be defined in various ways, including educational tools that enhance learning and devices reliant on computers and the internet (Dang, 2013) Additionally, Tinio (2003) provides a specific definition of ICT, highlighting its significance in modern education and communication.
Technological tools and resources play a crucial role in communication and the management of information They encompass a variety of platforms, including computers, the Internet, broadcasting technologies such as radio and television, and telephony These technologies facilitate the creation, dissemination, storage, and management of data, highlighting their importance in our digital landscape.
In this study, Information and Communication Technology (ICT) is defined specifically as computer, mobile, and internet-based technologies, encompassing devices, software, and applications that support teaching and learning activities While ICT can enhance various aspects of education, this research focuses solely on its role in facilitating educational processes.
The second term, Technology Integration, is defined by Kim (2012) as the use of educational technology tools in the appropriate methods for the best instruction
Ngo (2016) emphasized that effective ICT integration should be strategically designed, consistent, and focused on students to boost motivation and engagement In this context, ICT integration refers to the incorporation of ICT tools in teaching to improve the learning experience.
Understanding "Learning Usefulness" requires recognizing the benefits of ICT in education Research indicates that integrating ICT in English as a Foreign Language (EFL) teaching enhances student motivation and autonomy (Al-Munawwarah, 2015), boosts knowledge retention (Ashiyan, 2016), and increases overall engagement in the learning process (Hsu).
The integration of ICT in education significantly enhances writing skills through resources like Wikis, blogs, and forums (Miyazoe, 2010) This concept of "learning usefulness" encompasses various aspects of learning support, including motivation, memorization, and the development of language skills, all of which are applicable to this study.
Organization of the study
The thesis is presented in six chapters as follows
Chapter 1 provides background information for a clear understanding of the research context by summarizing the Vietnamese settings for ICT integration in teaching EFL, and presents different methods for measuring ICT integration levels to lead to the research problem which is followed by research aims, research questions, research’s significance, definition of key terms and research organization
Chapter 2 presents SAMR model (R Puentedura, 2006), the problem of inconsistency in the interpretation of the model, and learning supporting effects of ICT integration
Chapter 3 clarifies research design and methodology which describes the participants in detail After that, the data collection and analysis are explained to exclude chances of violating the validity, reliability and ethics of the study
Chapter 4 presents the findings of learning supporting effects prioritized by EFL teachers in their use of ICT, and figures out how arrange these effects in accordance with the Modification and Redefinition levels in SAMR model
Chapter 5 elaborates discussion on the findings to come to a thorough resolution to the inconsistency in the categorization of ICT uses based on SAMR levels of
Chapter 6 summarizes key findings and then points out limitations, implications and recommendations for future research Finally, the conclusion is drawn to wrap up the study.
LITERATURE REVIEW
SAMR model
Dr Ruben R Puentedura developed SAMR model in 2006 aiming at improving educational quality by integrating technology into teaching in the state of Maine in the
US SAMR distinguishes two main degrees of ICT use namely Enhancement and
The degrees of enhancement in educational transformation include Substitution and Augmentation, while the Transformation degree encompasses Modification and Redefinition This framework evaluates the extent to which mobile technology transforms learning and identifies the pedagogical functions of mobile devices in teaching (Romrell, Kidder, & Wood, 2014; Van Oostveen, Muirhead, & Goodman).
The SAMR model offers a structured approach to integrating ICT in education, guiding teachers in the selection and use of technological tools (Hilton, 2016; Hartmann & Weismer, 2016) It provides a set of criteria that educators can use to evaluate the effectiveness of technology integration in enhancing existing learning tasks (Hos-McGrane, 2014).
The assessment of technology integration in classroom teaching is anticipated to encompass a spectrum that includes both the enhancement of traditional tasks and the development of innovative activities (Amer & Ibrahim, 2014).
SAMR model is illustrated in the diagram below
The Substitution and Augmentation levels of technology integration enhance existing learning tasks by replacing and improving traditional tools, thereby increasing motivation and interest among learners (Hilton, 2016, p 69) While some activities can be accomplished without new technology, the Modification and Redefinition levels represent a transformative approach that fundamentally alters teaching and learning activities, necessitating the creation of entirely new tasks or activities to achieve a significant transformation (Hilton, 2016).
Puentedura (2013) suggested the inquiry to recognize the move from one level to another as follows
What will I gain by replacing the older technology with the new technology?
Have I added an improvement to the task process that could not be accomplished with the older technology at a fundamental level?
How does this feature contribute to my design?
How is the original task being modified?
Does this modification fundamentally depend upon the new technology?
How does this modification contribute to my design?
What is the new task?
Will any portion of the original task be retained?
How is the new task uniquely made possible by the new technology?
How does it contribute to my design?
The inconsistency in the interpretation of the levels in SAMR model
Despite the valuable guidance provided by Dr Puentedura's questions for designing ICT integration, a lack of clarity regarding the SAMR model persists This inconsistency is illustrated in the table below, which summarizes examples of ICT integration across various studies categorized into the four levels of the SAMR framework.
Summary of technology uses in teaching based on SAMR model
Levels of ICT integration Examples of teachers’ and students’ use of ICT Publications
Teachers use ICTs to prepare lecture notes, assignments and examinations, to give PowerPoint presentation, to give students materials, and take their assignments online, to communicate with students via emails,
Facebook, or phones, to suggest the use of e- books, to teach using interactive boards, or to make audio or video record of lectures to give to students before class
Teachers upload syllabus as a Word document on to a course site, take printed assignments
Teachers and students are increasingly integrating ICT in various ways, such as utilizing eBooks that allow for highlighting and commenting, replacing traditional hand-written publications Additionally, online class meetings are becoming a preferred alternative to face-to-face interactions, enhancing the learning experience through digital platforms.
Students take note with a device when learning Pride (2016)
Teachers leverage various digital tools and resources to enhance their teaching methods and improve student engagement They utilize search engines for research, employ spell check and thesaurus features for text editing, and track changes in Microsoft Word for effective document management Citation tools like Endnote help in proper referencing, while Google Docs facilitates document sharing and collaborative work among students Bulk messaging is used to communicate with students efficiently, and plagiarism detection software ensures academic integrity Additionally, teachers incorporate videos to illustrate case studies, engage in blog discussions with students prior to class, and utilize Skype for remote teaching when off campus.
Teachers give and collect online quizzes and assignments
Students keep a co-constructed online document
Teachers leverage various digital tools to enhance student learning by assigning internet-based research topics, utilizing open educational resources, and fostering online group discussions They organize courses through MUELE, support academic growth with cellphones, and create interactive learning materials using content authoring software Additionally, teachers engage with students via Facebook, implement online assessment tools, and utilize video conferencing platforms for effective communication and collaboration.
Students use blogs and wikis for peer review and collaborative writing
Students use mind-mapping software online to create multimedia-rich presentations
Teachers send SMS of short reading messages to students to encourage them to read
Levels of ICT integration Examples of teachers’ and students’ use of ICT Publications
Students rehearse and polish their talks about topics before making audio or video recording of them speaking to share with the whole class online
Teachers develop mobile tags with QR codes or social bookmarking to trigger communication of areas of interests: knowledge, language competence, or the way to use mobile devices
Teachers make learning contracts to encourage learning inside and online outside the class
Students collaboratively redesign activities and methods to improve communicative skills
Students discuss and make notes from discussions on MUELE, use open resources as teaching and learning materials, and use games in lessons
Students make videos and share online Lund (2015)
Students make a book trailer, engage in a virtual England in the Elizabethan time using Google Cardboard
Students make video presentations and post them online for peer comments and teacher evaluation
Students do video conferencing with peers and teachers via communication tools to enhance communicative skills
Students participate in synchronous and asynchronous forum on different topics
Students play educational mobile games individually or collectively
Students post reflections on academic acquisition and future learning goals online
Students go around the town taking digital pictures of historical landmarks and then use them to create a multimedia interactive quiz for other students
Levels of ICT integration Examples of teachers’ and students’ use of ICT Publications
Students use the application Comic Strip It and the tablets’ camera to create a comic strip
Students use the tablet camera to take pictures around the campus and use the Skitch application to compile them into a message to present in class
Table 2.1 illustrates varying interpretations of ICT integration in teaching Lund (2015) categorizes online class meetings as a Substitution level, suggesting they merely replace physical lectures without enhancing their function Conversely, Jude et al (2014) view these meetings as an Augmentation level activity, highlighting the use of platforms like Skype for off-campus teaching.
Jude et al (2014) categorized the use of Google documents as a tool for promoting collaborative learning at the Augmentation level In a similar vein, Lund explored the effectiveness of using wikis or blogs to foster online discussions and student interactions.
In 2015, the use of Facebook for academic exchanges was categorized at the Modification level, as noted by Jude et al (2014) However, this classification may be misleading, as Facebook primarily serves to replace face-to-face communication rather than enhance it.
The use of Google documents facilitates collaborative learning among students, positioning it at the Augmentation level Additionally, Hockly (2012) identifies the activity of sharing audio or video recordings of refined individual speeches after extensive rehearsals as an example of the Modification level in educational technology.
In 2014, a study classified the online creation and sharing of video presentations for peer comments as a Redefinition level activity, highlighting the key aspect of facilitating peer feedback Additionally, the use of video conferencing tools to enhance students' communicative skills was evaluated at varying levels of the SAMR model; Jude et al (2014) positioned it at the Modification level, while Abdullah et al (2014) recognized it at the Redefinition level.
The uses of ICT above highlight the following 7 effects of ICT integration that promote learning:
- The facilitation for student’s creation of artefacts with technological tools
(students’ video recording, and film making for learning projects)
- Motivation for learning (through project work, games, and online synchronous interactions)
- The condition for learning with authentic language (with projects recorded on tape)
- Integrating language skills (in combining reading and writing practice to give online comments, or reading, writing explanations, and speaking in presentations or in videos to complete projects)
- The condition for collaborative learning (group work in presentations and project)
- The provision convenience of space (board space, online class space) or convenience of time (access to online materials 24/7, or class meetings online at convenient time) for learning
- The use of games in learning (mobile games in class)
The integration of ICT is aimed at enhancing student learning, which is the fundamental goal of teaching efforts Research by Davis, Bagozzi, and Warshaw (1989) suggests that individuals' intentions to utilize computers can effectively predict their actual usage Furthermore, teachers' decisions to adopt ICT applications are influenced by their perceptions of the tools' usefulness for both their teaching practices and their students' learning outcomes This study will specifically focus on the perceived learning usefulness of these technologies.
ICT integration for EFL learning support
Numerous studies highlight the role of technology in enhancing learning through engaging, diverse, and supportive lessons (Hennessy, 2010) This section examines how the integration of ICT fosters learning by producing seven key effects, as illustrated by examples of technology use in language teaching, in line with the SAMR model.
2.3.1 The learning usefulness of ICT integration in student’s creation of artifacts
The integration of technology in EFL teaching significantly enhances students' ability to create artifacts and learn the language through this process, aligning with the "facilitation level" of ICT integration proposed by Rastogi and Malhotra (2013) This student engagement with technology yields numerous benefits, including increased confidence, improved self-learning and collaborative skills, deeper subject matter understanding, and enhanced writing abilities, as evidenced by a decade-long study from The Apple Classroom of Tomorrow (Dwyer, 1994) The availability of technological tools facilitates tasks such as clip making, editing, and graphic design, allowing innovative projects that incorporate video clips and design elements to be effectively realized (Hockly, 2012; Fabian & MacLean).
(2014), Jude et al (2014), Lund (2015) , and Pride (2016)
The Project-based learning approach fosters learner autonomy by allowing students to engage in hands-on projects within a learner-centered environment (Krajcik, Czerniak, & Berger, 1999) This method enhances student interest in learning (Wurdinger & Qureshi, 2015), provides familiarity with real-world working conditions (Johns-Boast & Flint, 2009), and cultivates essential academic and soft skills (Chua, 2014).
Project-based learning in EFL classes necessitates teamwork, communication across all language skills, technology use, and sometimes negotiation skills Despite these demands, results often fall short, with improvements primarily seen in low-proficiency students during video-making projects (Huang, 2015) Conversely, a Wiki writing project demonstrated significant advancements in students' writing skills, including researching, presenting, editing, and publishing online (McDonald, 2007).
While the creation of artifacts may not carry significant weight in the assessment scheme compared to project-based learning, the benefits for students in enhancing their skills and knowledge—particularly in language acquisition—are undeniable The components involved in producing these artifacts necessitate the use of speaking, listening, reading, and writing in the target language This language improvement was corroborated by both teachers and students in a study conducted by Petersen (2016) on project-based learning in EFL classes.
2.3.2 The learning usefulness of ICT integration in creating conditions for learning with authentic language
Technology enhances the learning environment by incorporating nine essential characteristics: it offers real-life context and authentic activities, provides access to expert performances and process modeling, and allows for various roles and perspectives Additionally, it fosters collaboration in knowledge construction, encourages reflection for the development of abstraction, and facilitates knowledge presentation Teachers play a critical role by offering scaffolding support only when necessary, while authentic assessment ensures that tasks are evaluated meaningfully (Herrington, J., & Kervin, L., 2007).
Authenticity in English language learning encompasses both real-world texts and meaningful tasks that promote classroom engagement (Guariento, 2001) While some argue that authentic materials motivate students, others find them challenging for lower proficiency learners (Gilmore, 2007) Nonetheless, the advantages of authentic tasks are clear, as they enhance higher-order thinking, connect learning to real-life contexts, and foster independent motivation (Mims, 2003) This aligns with the concept of "constructive learning," where students learn actively from genuine situations (Lin, Wang, Lin, 2012) In our rapidly evolving world, the problem-solving skills developed through authentic learning prepare students for future careers (Lombardi, 2007) Consequently, integrating technology in teaching is essential to create authentic experiences that encourage student inquiry, extend learning beyond textbooks, and enhance independent study.
‘autonomous, creative, and intellectual thinking’ (Doolittle & Hicks, 2003, p 92)
2.3.3 The learning usefulness of ICT integration in motivating learning
Technology integration was proved to motivate students of social studies (Heafner,
Research indicates that a well-designed ICT environment enhances individualization, contextualized learning, and learner activation, thereby intrinsically motivating students through playfulness and interaction Technology boosts student motivation by sparking interest and providing essential information, allowing them to generate valuable ideas for their learning projects Specifically, a study by Ciampa (2014) highlighted that mobile devices can engage students by fostering elements such as challenge, curiosity, control, recognition, competition, and cooperation.
For EFL learning, ICT integration was also perceived as a motivation source for the EFL class (Al-Munawwarah, 2015; Cahyani, 2012; Dang, 2013) Additionally,
In a 2010 study, Mullamaa highlighted the effectiveness of nearly 100% online courses delivered through the Blackboard learning management system, emphasizing that a well-balanced online environment fosters motivation, promotes individualized learning, and encourages collaborative efforts among learners.
Integrating Information and Communication Technology (ICT) in English as a Foreign Language (EFL) classes enhances motivation for reading and writing while also improving essential skills such as writing, reading comprehension, vocabulary, critical thinking, and learning strategies among English majors at a Thai university (Noytim, 2010) While motivation is a crucial initial benefit, it is just one aspect of the comprehensive advantages that ICT integration provides in the educational context.
2.3.4 The learning usefulness of ICT integration in integrating language skills
Integrating language skills in daily life enhances real-life communication, making it beneficial for learners in the classroom (Harverson, 1991) Holistic teaching, which incorporates technology and media, emphasizes the need for processing language through all four skills (Aykut, 2008) This approach can be categorized into content-based and task-based methods, allowing teachers to design tasks that promote language proficiency by integrating different skills (Akram & Malik, 2010) Successful implementation of skill integration has shown significant improvements in students' communicative competence, as evidenced by the project Lingva (Tolstykh & Khomutova, 2012) Despite challenges such as limited class time and large class sizes, the rise of educational technology offers solutions, enabling the creation of engaging activities that effectively integrate all four language skills (Warschauer & Meskill, 2000).
2.3.5 The learning usefulness of ICT integration in encouraging collaborative learning
The collaborative learning is possible thanks to the provision of an online environment with features and tools facilitating the learning process (Kreijns, Kirschner,
Social software plays a crucial role in fostering the joint creation of materials, identifying knowledge gaps, sharing knowledge, and exchanging opinions, which collectively support a community of practice (Jochems, 2003; Vesisenaho et al., 2010) Additionally, blended learning, which combines physical class meetings with online sessions, has been shown to enhance collaborative learning through increased interaction and joint knowledge construction (Ferdig, 2007; Resta & Laferrière, 2007).
A collaborative platform encourages team members to share opinions and questions, prompting responses from others The emergence of social networks and collaborative tools like Facebook, Google Docs, Skype, and Trello has led to the use of both general and specialized networks for educational collaboration (Martínez Rivera, 2015) This collaboration manifests in various ways, including chatting, brainstorming ideas, co-authoring texts and presentations, dividing tasks, tracking group progress, cross-checking work, and collaboratively solving complex problems.
Numerous success stories highlight the effectiveness of collaborative learning in cyberspace Research indicates that mobile devices significantly enhance collaboration and reading motivation among early EFL students in primary education (Lan, 2007) Additionally, computer-assisted collaborative learning has been shown to improve vocabulary retention and motivation for EFL learners (Lin, 2011), while also fostering reading skills in students with medium and low proficiency levels (Pan, 2013) Furthermore, collaborative writing in online environments has demonstrated positive outcomes in EFL education, as evidenced by various studies (Dobao & Blum, 2013; Hamid & Mansor, 2012; Li, 2013; Limbu &).
A mobile adaptive language learning system significantly enhanced collaborative learning in English as a Foreign Language (EFL) classes, leading to improved reading performance in two experimental groups compared to a control group (Hsu, 2013; Markauskaite, 2015).
Hypothesis
The hypothesis suggests a significant correlation between the learning usefulness of various ICT integration effects and the level of learning support they provide Therefore, the ranking of these effects is anticipated to reflect the hierarchy of support levels within the SAMR model.
H: There is a positive correlation between the perceived learning usefulness of the effect of ICT integration and the perceived level of learning support of that ICT integration
This hypothesis is broken down into 7 sub-hypotheses below:
The perceived learning usefulness of creating artifacts positively correlates with the perceived level of learning support in ICT integration scenarios This relationship highlights the importance of effective technology use in enhancing student learning experiences.
Research indicates a positive correlation between the perceived usefulness of effect-creating games in educational settings and the level of learning support provided through ICT integration This suggests that when students find educational games beneficial, they also perceive a higher degree of support from the technology used in their learning environments.
Research indicates a positive correlation between the perceived usefulness of authentic language learning environments and the level of learning support provided through ICT integration This suggests that creating conducive conditions for learning can enhance the effectiveness of educational technology in fostering meaningful learning experiences.
The integration of language skills in ICT environments significantly enhances perceived learning usefulness, which in turn correlates positively with the perceived level of learning support provided in these situations.
Encouraging collaborative learning significantly enhances the perceived usefulness of learning, particularly in contexts where ICT integration provides strong support.
There is a positive relationship between how useful learners perceive the impact of motivation on their learning and the level of learning support they experience in ICT-integrated environments.
The integration of Information and Communication Technology (ICT) in learning environments enhances the perceived usefulness of learning by creating convenient time and space for students This positive correlation indicates that as the convenience of learning increases, so does the perceived level of support provided by ICT, ultimately improving the overall learning experience.
METHODOLOGY
Research design
This research focused on the perceptions of a group of teachers involved in an English teaching project, specifically examining their priorities regarding the effects of ICT integration on learning The study highlighted both the commonalities and differences among the teachers, which were crucial for the research findings With shared goals of providing free online English classes and utilizing ICT tools in their teaching practices, this group exemplified teachers actively integrating technology in education The study's objectives and the characteristics of the participants supported the use of a case study methodology.
Given the limited participant group of just 25 members, the quantitative survey data alone was inadequate to address the research issues To enhance accuracy, the researcher employed a mixed-methods approach, integrating both qualitative and quantitative investigations for triangulation This methodology aligns with the principles advocated by Cohen, Manion, and Morrison (2013), emphasizing the importance of utilizing multiple approaches and data sources in research.
Participants
The participants were 72% of the teachers (18 out of 25) of an online teaching project called EFTIN (English for those in need) This teaching group was established in
In 2014, a group of Vietnamese Ph.D students in education from Australia and New Zealand initiated a free online teaching program focused on communication skills and IELTS preparation This initiative aims to support learners who are unable to attend traditional language centers or lack access to nearby teaching services The instruction is primarily conducted through platforms like Skype and Zoom, connecting students from various locations, including Australia and New Zealand.
In a collaborative teaching approach between America and Vietnam, two educators share responsibilities for instructing various skills within a single class During each session, they utilize presentation tools via shared screens and organize students into discussion groups on Skype, while also providing feedback on writing assignments.
In Vietnam, the shift to online classes has highlighted the need for educators to be innovative ICT practitioners, utilizing platforms like Google Docs, Edmodo, and Schoology for classroom management, resource sharing, and grading The consistent use of similar tools and programs in EFTIN English classes indicates that participants possess qualities that make them well-suited for this study.
According to demographic statistics from the survey, 89% of participants are teaching at colleges or universities, while 28% are involved in language centers Out of 18 participants, three have not taught in EFTIN classes and are either awaiting a new course or assisting with speaking club activities The remaining 15 have taught between 1 to 7 classes for EFTIN In terms of technological tools, all participants use Microsoft Office, with 83% utilizing Skype Facebook and Zoom are each used by 67% of respondents, while Quizlet and Kahoot are employed by 61% and 56%, respectively Moodle, Padlet, and Piratepad are used by only 6% of the participants.
Research tools
This study investigates the priorities of EFL teachers in utilizing ICT to enhance learning, focusing on the significance of these effects in accordance with the SAMR model To gather data, the researcher developed a survey to identify the factors teachers prioritize when integrating ICT into their teaching, alongside conducting interviews to explore their personal experiences and evaluations of ICT usage A summary of the research tools employed is illustrated in Figure 3.1.
Figure 3 1 A summary of the research instruments
More details of the survey and the interview will be given in the sections below
The survey has 3 parts The first part collects general information of the participants including where they teach, the number of classes they have taught for
EFTIN utilizes various ICT tools to enhance learning, with a focus on the prioritization of ICT integration effects by teachers The seven key factors supporting learning, derived from the SAMR model illustrated in Table 2.1, highlight the essential aspects of effective ICT use in educational settings.
- Facilitating students’ learning through the creation of artefacts with technological tools
- Creating games for the lesson
Reasons for participants’ high or low ratings for some survey situations
Participants’ self- evaluation of their own ICT uses
- Creating conditions for learning with authentic language
- Providing convenience of space and time
The third section examines 11 specific scenarios of ICT usage, prompting teachers to evaluate the factors that enhance learning in each case and provide an overall usefulness rating on a five-level scale The research aimed to present situations that participants could either relate to or easily comprehend, thereby facilitating their understanding When participants recognized the relevance of the ICT scenarios or could envision applying the described ICT tools, they felt more confident in providing accurate responses Notably, these scenarios included various ICT tools.
Table 3 1 ICT tools used in the survey questions
Situation 1 Kahoot game for listening
Situation 2 Moodle for extensive reading
Situation 3 Google and YouGlish to have subtitles of public speeches
Situation 4 Video recording tools for filming interviews
Situation 5 Skype, Zoom, Google Hangout for online teaching
Situation 6 Skype for online meeting with students in other countries
Situation 7 Video making tools and Facebook
Situation 10 Grammar exercises on Moodle
Situation 11 Kahoot for reading comprehension games
The questions in the survey can be found in Appendix 1
The interview served as a follow-up to elaborate on the survey results, employing a semi-structured format to validate the priority teachers assigned to the learning support effects of their ICT usage Participants were prompted to explain ratings that contradicted established categorizations in the SAMR model literature and to discuss specific ICT applications in their teaching, highlighting their learning benefits Additionally, participants self-rated the learning usefulness of these ICT integration cases This approach enabled a comparison between survey results and interview insights, revealing similarities and potential discrepancies in ratings Ultimately, it clarified the factors influencing teachers' decisions to utilize ICT in education and shed light on their varying perceptions—positive, negative, or neutral—regarding ICT applications.
All interviewees were queried on their priorities when selecting technological tools for teaching, provided examples of ICT integration in their actual teaching practices, and rated the learning usefulness of these ICT applications Additionally, they were asked to clarify any discrepancies between their survey ratings and those derived from the SAMR model in existing literature.
(1) What do you prioritize the most when you choose a technological tool in teaching to help students learn?
(2) Do you have any suggestions of any technology ideas that you want to apply to help your students learn better?
(3) The 3 rd part of the interview was tailored to each participant as detailed in Appendix
Data collection and analysis procedure
Data came from the survey and the interview and the data collection and analysis procedure are described in the following diagram
Figure 3 2 Data collection and analysis
The survey was conducted using a Google Form and shared within a closed Facebook group for EFTIN teachers The researcher collected the data from the Google Form and entered it into SPSS for analysis To verify the reliability of the survey, Cronbach’s Alpha tests were performed, leading to the removal of invalid items Finally, results were calculated in percentages and mean scores to establish priorities for learning support.
Diserminate Google form of the survey
Collect responses from the survey Cronbach's Alpha tests
Remove invalid items Analyze survey's data
Compare percentages and mean scores
Test hypothesis with Spearman's correlation tests
Compare mean scores of effects and situations
Develop interview questions Conduct interviews
Collect data, transcribe, translate the interviews' responses and do member checking
Code the data into NVivo
The analysis of interview data focused on research questions 1 and 2, examining the effects of ICT integration and teachers' perceived usefulness of these effects on learning across 11 different situations To summarize the findings, Microsoft Excel was utilized in conjunction with SPSS tests.
The study aimed to explore the correlation between ratings of specific effects and the corresponding situations that produced those effects, necessitating correlation tests Due to a limited number of participants and insufficient surveyed items, the data did not meet the requirements for a parametric paired sample T test Consequently, Spearman’s correlation test was employed to analyze the continuous scale data, as recommended by Creswell (2002) The researcher hypothesized a positive one-way correlation between the ratings of seven effects and the overall learning usefulness of the teaching situations associated with those effects, indicating that higher ratings for the effects would correspond to higher ratings for the situations Thus, conducting a one-tailed test was essential.
Understanding the correlation between teachers' goals for ICT integration and its intended effects is essential for assessing the overall impact of technology in education Teachers envision how to merge these intended effects to maximize the benefits of ICT use Consequently, the effects of ICT integration serve as indicators of the overall learning outcomes Therefore, exploring the relationship between the perceived effectiveness of ICT and the broader educational context is crucial for enhancing learning experiences.
Following the identification of these correlations, the ranking of effects serves as a predictor for the perceived learning usefulness within the ICT context The researcher will gather mean scores of these effects and arrange them from highest to lowest, aligning them with the Redefinition and Modification levels of the SAMR model.
The interviews were conducted with nine participants over a span of approximately ten days, utilizing phone and Zoom calls Each interview was guided by a summary of unexpected survey responses related to the SAMR model Following the interviews, recordings were transcribed and sent to participants for member checking, then translated into English by an independent translator before being coded in NVivo The emerging themes from these interviews highlight the primary concerns teachers face when integrating technology into their teaching practices.
Validity and reliability
Cronbach’s Alpha tests of the survey were run and produced the following results:
Table 3 2 Details of invalid items in the survey
Correlation Cronbach’s Alpha if item removed
Note: the coding for the items in the following tables is that Ex.y means that Effect x
(among the 7 Effects) in Situation y (among 11 Situations) of the survey
According to Table 3.2, there should be a removal of eight items from the survey data including:
- 1 item of effect 3 (creating conditions to learn with authentic language) in situation
- 5 items of effect 6 (creating motivation for learning) in situations 2, 3, 4, 6, and 11
- 2 items of effect 7 (creating convenience of time and space for learning) in situations
After remotive invalid items in the survey, the Cronbach’s Alpha tests revealed the results in Table 3.3 below
Table 3 3 Cronbach’s Alpha scores of the 7 effects after the removal of invalid items
Effect 1: Facilitating students’ learning through the creation of artefacts with technological tools
Effect 2: Creating games for the lesson 0.689
Effect 3: Creating conditions for learning with authentic language 0.770
Effect 7: Providing convenience of space and time 0.756
Table 3.3 shows that the all effects were reliable, with Cronbach’s Alpha scores ranging from 0.671 to 0.857 According to most studies, a value of 0.7 or above for
Cronbach’s Alpha is considered as desirable for the research tool by most studies (Taber,
Cortina (1993) noted that the Alpha value tends to increase with the number of survey questions, leading many studies to accept an Alpha range of 0.67 to 0.87 as reasonable (Taber, 2018).
2 and 6 in this study were 3 and 11 respectively and could be increased easily because for effect 2, three items in the survey were the just minimum number Meanwhile, for effect
The motivation for learning is significantly influenced by the addition of new situations in surveys, leading to an expected increase in related items Consequently, the Alpha value range of 0.671 to 0.857 observed in this study is deemed acceptable.
The number of items according situations is illustrated in the following tables
Table 3 4 The summary of the survey before the removal of invalid items
Effect 1 Effect 2 Effect 3 Effect 4 Effect 5 Effect 6 Effect 7
Total frequency of effects’ appearance in the survey
Table 3 5 The summary of the survey after the removal of invalid items
Effect 1 Effect 2 Effect 3 Effect 4 Effect 5 Effect 6 Effect 7
Total frequency of effects’appearance in the survey
After removing invalid items from the survey, the number of items for each effect ranged from 3 to 7 items, which satisfied Cronbach’s Alpha test conditions
The study utilized both survey and interview data to provide a comprehensive understanding of teachers' perceptions of ICT integration While the survey focused on predefined scenarios created by the researcher, the interviews allowed participants to evaluate and reflect on their personal ICT usage in teaching This dual approach not only corroborated findings but also unveiled new insights into actual ICT practices in the classroom.
To avoid misunderstandings and facilitate clear communication, both the interview and survey were conducted in Vietnamese, enabling participants to express their thoughts in their native language Subsequently, the responses were transcribed, translated, and subjected to member checking to verify their accuracy.
Ethical issues
In terms of ethical considerations, the researcher provided participants with detailed information regarding the study's purpose, their involvement, and their rights to confidentiality, including the option for total or partial withdrawal and data retention or deletion Prior to engagement, participants were required to sign a consent form, which included their email addresses Additionally, the researcher implemented proper coding methods to safeguard participants' identities, which was thoroughly explained in the research documentation.
FINDINGS OF THE STUDY
The priorities of EFL teachers for learning supporting effects of their ICT integration
The findings from the survey and interview reveal the extent to which ELF teachers prioritize learning support through technology in their teaching practices.
Result from the survey about what effects teachers prioritized in ICT integration to support students’ learning is summarized in the following tables
Table 4.1 Percentages of teachers’ priority for ICT integration
Intended effects / Priority of intended effects in teachers’ use of technology
Effect 3: Creating conditions for learning with authentic language
Effect 2: Creating games for the lesson
Effect 7: Providing convenience of space and time for learning
Effect 1: Facilitating students’ learning through the creation of artefacts with technological tools
The data reveals that EFL teachers prioritize several key effects of ICT integration, specifically effects 6, 5, 3, and 4, which focus on motivating learning, fostering collaborative learning, providing authentic language experiences, and integrating language skills Notably, 94.44% of participants rated these effects as having quite high or high priority Among these, effect 6, which emphasizes the use of ICT to enhance motivation for learning, received the highest priority, with nearly 78% of respondents rating it as a top concern.
Coming next are the figures for effect 2 and 7 (creating games for learning and providing convenience of time and space for learning) at approximately 78% and 72% respectively
As for effect 1 (facilitating students’ learning through the creation of artifacts), the proportions claiming priority for them is around 44%
EFL teachers show a strong preference for utilizing ICT to enhance student motivation and foster collaborative learning in real-life contexts that demand various language skills Additionally, there is a focus on developing engaging games and ensuring both spatial and temporal convenience for effective learning experiences.
Table 4 2 Comparison of Mean values of prioritized effects of ICT integration that support learning
Priority for facilitating student's learning through the creation of artifacts
Priority for creating games for learning
Priority for creating conditions to learn with authentic language
Priority for integrating language skills
Priority for encouraging collaborative learning
Priority for creating the convenience of time and space for learning
Table 4.2 presents the results of an SPSS analysis that compares the mean values for the priority of seven effects of ICT integration The highest priority is assigned to effects 6, 5, 3, and 4, which focus on creating motivation, stimulating collaborative learning, fostering authentic language use, and integrating various skills, with mean scores ranging from 4.5 to 4.67 These scores exceed 4.2, placing them at the top of a five-level priority scale and aligning with their high percentile rankings Effects 2 and 7, which provide convenience of space and time for learning and create games for lessons, fall into a second priority group with a mean score of approximately 3.89 Effect 1, which facilitates student learning through artifact creation, is rated at 3.33, categorizing it as average on the priority scale, a ranking also reflected in its percentile data.
The survey results indicated that the effects could be categorized into two groups based on their percentile ratings for learning support and the priority mean scores assigned by EFL teachers These findings are detailed in Table 4.3, which presents the effects ranked in order of decreasing mean scores.
Table 4 3 EFL teachers’ priority for learning supporting effects of ICT integration
% of quite high or high priority
% of quite low or low priority
Effect 3: Create conditions for learning with authentic language
Effect 4: Integrate language skills 4.50 94.44% 5.56% Quite high priority Effect 7: Provide convenience of space and time for learning 3.89 72.22% 5.56%
Effect 2: Create games for the lesson
Effect 1: Facilitate students’ learning through the creation of artefacts with technological tools
Interviews with EFL teachers highlighted key themes regarding ICT integration, emphasizing the enhancement of student interactions, the convenience it offers for learning, the boost in motivation, and the promotion of self-learning.
4.1.2.1 ICT integration for the enhancement of students interactions
Teachers prioritized student interaction when selecting technological tools for teaching, highlighting an important aspect of ICT integration that was overlooked in the survey While this omission may be considered a shortcoming, it did not significantly impact the research findings, as it held little weight in differentiating between the Modification and Redefinition levels, according to Puentedura.
In 2006, the key factor for advancing ICT integration to the Redefinition level was the introduction of new tasks that were unimaginable with previous technology Additionally, the focus on leveraging ICT to foster interactions gained significant attention, making it a topic worthy of discussion.
Understanding a technological tool in depth allows me to leverage it effectively, enhancing student interactions and optimizing teaching activities in the classroom.
The teacher's confidence in utilizing technological tools enhances her teaching and fosters interactive student activities Similarly, Teacher 3 advocates for using Padlet during brainstorming sessions, highlighting its advanced features that facilitate idea sharing and allow students to upload videos and pictures, thus increasing engagement However, she compares Padlet to Facebook, ultimately rating Facebook higher for its superior interaction capabilities in supporting student learning.
Teacher 4 also prioritized interaction, talking more about two-way communication between teacher and students and among students themselves more in the online environment with Zoom, Nearpod, Piratepad, and Microsoft teams He also emphasized the effectiveness of the ICT integration is shown in the outcomes which he expected to be plenty of exchanges for those involved in the teaching and learning activities.Teacher 9 added that he just did not use Powerpoint at all in his university classes, and that was because he wanted his students to have more interactions with his activities, rather than having to always work with the slide shows
Besides, teacher 8 shared his experience in stimulating interactions on Facebook group of his class which is worth looking at
I frequently utilize Facebook for its speed and convenience, encouraging my students to record and upload videos as part of my course Even after completing the course, they continue to create, upload, and engage with videos and posts within our Facebook group.
Interaction stimulation is a top priority for many EFL teachers, influencing their choice of ICT tools to maximize interaction time By leveraging collaborative learning platforms like Facebook or Moodle, teachers can create effective interaction triggers Additionally, teamwork on projects fosters extensive interaction both inside and outside the classroom Consequently, interaction is a fundamental aspect of learning that thrives through artifact creation and collaboration.
4.1.2.2 ICT integration focusing on the convenience for learning
The survey results indicate that the convenience of time and space for learning in ICT integration ranked high, placing it fourth among seven effects This finding was echoed in interviews, where many participants also prioritized the ease of learning environments EFL teachers' opinions further reinforced this emphasis on the importance of flexible learning conditions.
The advantages of this teaching method include the flexibility of time and location, allowing students to learn at their convenience from any place with a reliable internet connection.
The learning usefulness of seven effects of ICT integration
This section addresses the second research question: "How are the effects of ICT integrations structured to align with the perceived levels of learning usefulness among EFL teachers according to the four levels of the SAMR model?"
4.2.1 The correlation between the learning usefulness of each effect and of the situation having that effect
The histograms indicate a non-normal distribution of data regarding the perceived learning usefulness of ICT integration effects and their overall usefulness ratings With a small sample size of only 18, the data necessitates the use of non-parametric tests for analysis Following Hauke (2011), Spearman’s one-tailed correlation tests were conducted to assess the strength of the relationship between the learning usefulness of each ICT integration effect and the overall learning support attributes The results also addressed the sub-hypotheses of the research.
There is a positive correlation between the perceived usefulness of learning through artifact creation and the perceived level of learning support in ICT integration situations This correlation has been tested using Spearman’s one-tailed test, with results presented in tables 4.4 and 4.5.
Table 4 4 The comparison between the perceived learning usefulness of effect 1 and that of the situations having the effect
Facilitating students’ learning through the creation of artefacts with technological tools
Situations having the effect of facilitating students’ learning through the creation of artefacts with technological tools
Table 4 5 The correlation between perceived learning usefulness of effect 1 and that of the situations having the effect
Facilitating students’ learning through the creation of artefacts with technological tools
Situations having the effect of facilitating students’ learning through the creation of artefacts with technological tools
Facilitating students’ learning through the creation of artefacts with technological tools
Situations having the effect of facilitating students’ learning through the creation of artefacts with technological tools
** Correlation is significant at the 0.01 level (1-tailed)
A study involving eighteen participants examined their perceived learning usefulness of ICT integration in three different scenarios, revealing a high mean score for the effect of ICT on student artifact creation (M=4.46, SD=0.64) and overall perceived usefulness (M=4.33, SD=0.64) The Spearman's r analysis showed a significant positive correlation (r=0.81, p