The structure of Vietnamese education system
Doctoral level (4 years) Master level (2 years)
PRE-SCHOOL EDUCATION GENERAL EDUCATION
CEFR global scale
At the C2 level, individuals can effortlessly comprehend nearly all spoken and written material They possess the ability to summarize information from various sources, reconstructing arguments and narratives in a coherent manner Additionally, they can express themselves spontaneously and with great fluency, accurately conveying subtle nuances of meaning, even in complex situations.
At the C1 proficiency level, individuals can comprehend extensive and complex texts, discerning implicit meanings They communicate fluently and spontaneously, demonstrating a natural command of language without excessive hesitation Additionally, they effectively adapt their language for various social, academic, and professional contexts Their writing is clear and well-structured, encompassing detailed discussions on intricate topics while skillfully employing organizational patterns, connectors, and cohesive devices.
B2 level individuals can grasp the main concepts of complex texts on both concrete and abstract subjects, including technical discussions related to their field of expertise They can engage in fluent and spontaneous conversations with native speakers, facilitating effortless communication for both parties Additionally, they are capable of producing clear and detailed written content on a variety of topics, articulating their viewpoints on current issues while presenting the pros and cons of different options.
Individuals at the B1 level can grasp the key ideas from clear standard communication on familiar topics encountered in work, school, and leisure They can handle most situations that may arise while traveling in areas where the language is spoken Additionally, they can create simple, connected text on familiar subjects or personal interests, describing experiences, events, dreams, hopes, and ambitions, while also providing brief reasons and explanations for their opinions and plans.
At the A2 level, individuals can comprehend basic sentences and common phrases related to personal information, shopping, local geography, and employment They are capable of engaging in straightforward conversations that involve simple exchanges of information on familiar topics Additionally, they can describe their background, immediate surroundings, and urgent needs using simple language.
A1 level learners can comprehend and utilize common everyday expressions and basic phrases to meet specific needs They are capable of introducing themselves and others, as well as asking and answering questions related to personal details, including their residence, acquaintances, and possessions Additionally, they can engage in simple interactions, provided that the other person speaks slowly, clearly, and is willing to assist.
Source: Council of Europe (2001) Common European framework of reference for languages: Learning, teaching, assessment (CEFR) Retrieved from http://www.coe.int/t/dg4/linguistic/Source/Framework_en.pdf
Map of Ti ền Giang province
Source: Tiền Giang Portal (http://www.tiengiang.gov.vn/bando/tiengiang.html)
Letter to the Director of Ti ền Giang DOET
Nguy ễn, Thị Thuỳ Trang
Division of Education, Arts and Social Sciences
Tr ần, Thanh Đức, PhD
Director of Department of Education and Training of Ti ền Giang Province
5 Hùng V ương street, Ward 1, Mỹ Tho City, Tiền Giang, Việt Nam
I am seeking permission to conduct my doctoral research at 100 primary schools across 8 rural districts in Tiền Giang Province during two periods: March–May 2011 and September–December 2011 My study focuses on the integration of technology-enhanced English language teaching in rural Vietnamese primary schools, specifically examining teacher development and classroom practices through a mixed methods approach.
This research aims to enhance ICT integration in English language teaching within Vietnamese rural primary schools by examining favorable conditions for successful implementation, supported by ongoing professional development It seeks to understand teachers' responses to this support while providing opportunities for reflection on ICT usage in language instruction The findings are intended to benefit primary English teachers, students, curriculum developers, researchers, and policymakers by offering insights and recommendations for effective ICT application in rural education settings.
My research project will focus on primary school principals, teachers, and students in selected schools during the second semester of the 2010–2011 school year and the first semester of the 2011–2012 school year The initial phase will involve fieldwork aimed at examining the current implementation of ICT in English teaching and learning within rural areas of Tiền Giang This will be achieved through a survey questionnaire distributed to primary school principals and English teachers across eight rural districts To gain deeper insights into the unique contexts of each school, selected participants will also engage in case studies that include interviews, observations, training sessions, and online forums Additionally, I will obtain informed consent from all research participants and the institutions involved, as mandated by the Human Research Ethics Committee at the University of South Australia.
I am respectfully seeking approval to conduct research in the specified schools, which I will submit to the Human Research Ethics Committee I am committed to adhering to proper protocols when inviting participants, prioritizing their confidentiality, anonymity, and respect Additionally, I will ensure that both participants and research sites are fully informed about the research and its objectives.
I hope that this request merits your approval Thank you very much for all your support
Nguy ễn, Thị Thuỳ Trang
Ti ền Giang DOET’s Approval (Translation)
Ethics approvals
University of South Australia Ethics Approval
From: no_reply@unisa.edu.au [mailto:no_reply@unisa.edu.au]
To: Nguyen, Trang Thi Thuy - ngutt064
Cc: Researchcompliance@unisa.edu.au; Nguyen, Trang Thi Thuy - ngutt064; Ruth Geer
Subject: Human Ethics: Application approved
Re: Ethics protocol ‘Introducing technology-enhanced English language teaching in rural
Vietnamese primary schools: teacher development and classroom practice.’
Thank you for submitting your ethics protocol for consideration Your protocol has been considered by the E2 Committee Review Group
I am pleased to advise that your protocol has been granted ethics approval and meets the requirements of the National Statement on Ethical Conduct in Human Research
Please note that the E2 Committee Review Group's decision will be reported to the next meeting of the Human Research Ethics Committee for endorsement
Please regard this e-mail as formal notification of approval
Ethics approval is contingent upon specific conditions that must be understood and followed Familiarity with these conditions is crucial for compliance Additionally, all research activities must adhere to the guidelines set forth by UniSA to ensure ethical standards are maintained.
If your project involves a clinical trial, it is essential to register it in a publicly accessible trials registry, such as the Australian New Zealand Clinical Trials Registry, before enrolling the first participant This registration is a prerequisite for obtaining ethics approval.
Best wishes for your research
UniSA's Human Research Ethics Committee
Information sheet (for questionnaires in Stage 1)
University of South Australia Division of Education, Arts and Social Sciences, School of Education
Research Title: Introducing technology–enhanced English language teaching in rural
Vietnamese primary schools: teacher development and classroom practice
Researcher’s name: Nguyễn, Thị Thuỳ Trang
Supervisors’ names: Dr Jenny Barnett and Dr Ruth Geer
I am a doctoral student at the University of South Australia, specifically within the School of Education in the Division of Education, Arts, and Social Sciences My research project, titled ‘Introducing Technology-Enhanced Learning,’ will take place in Tiền Giang province.
This research focuses on enhancing ICT integration in English language teaching within rural Vietnamese primary schools by examining the conditions that promote successful implementation, supported by systematic ongoing professional development It aims to understand teachers' responses to this professional development while providing opportunities for reflection on ICT usage in language teaching Additionally, the study seeks to offer suggestions for effectively implementing ICT in the learning and teaching processes in rural areas of Vietnam.
The initial phase of the fieldwork involves assessing the existing use of Information and Communication Technology (ICT) in English teaching and learning within rural areas This will be accomplished through a survey questionnaire distributed to primary school principals and English teachers across eight rural districts in Tiền Giang province.
Information Communication Technology (ICT) in this questionnaire refers to various technologies, which include computers, software, digital video equipment, digital cameras, data/LCD projectors and Internet
The survey should take approximately 15 minutes to complete
All participant information will remain confidential, with no names disclosed in the research report or thesis Raw data will be securely stored at the University of South Australia’s School of Education for five years, adhering to the National Statement on Ethical Conduct in Human Research 2007 Access to this data will be restricted to the researcher, supervisors, and the research degrees coordinator.
Your involvement in this study may not yield direct personal benefits, yet it poses no personal risks Your participation is crucial for advancing the implementation of Information and Communication Technology (ICT) in English teaching and learning in Vietnam.
Should you require any further information regarding the research study, please contact my supervisors as follows:
Dr Jenny Barnett Dr Ruth Geer
Contact Details: School of Education School of Education
Email: Jenny.Barnett@unisa.edu.au Ruth.Geer@unisa.edu.au Thank you for offering to complete this questionnaire
Questionnaire (for English Teachers in Stage 1)
(for English Teachers in Stage 1)
1 Are you male or female? male female
3 What is your job(s) other than teaching English at this primary school?
Teacher of another subject (please specify) ………
4 How many students are there in your class? ) ………
5 What is the highest qualification in English language teaching you have?
EFL proficiency certificate Bachelor’s degree
Master’s degree Other (please specify) ………
6 How do you rate your computer skills on a scale of 5 (1 is for worst and 5 is for best)?
7 How often do you use a computer for preparing teaching lessons?
everyday, 2 or more hours per day
everyday, less than two hours per day
8 How often do you use ICT in your classes?
everyday, 2 or more hours per day
everyday, less than two hours per day
9 Do you have Internet access at home? Yes No ; at school? Yes No
10 Do you know about online interactions? Yes No If YES, do you have an online forum account? Yes No
11 How often do you use a computer for communication?
everyday, 2 or more hours per day
everyday, less than two hours per day
12 How long have you worked as an EFL/ESL teacher? ………
less than 0.5 year 2 years – less than 5 years
0.5 – less than 1 year 5 years – less than 10 years
1 year – less than 2 years more than 10 years
13 How long have you worked as an EFL teacher at this school? ………
less than 0.5 year 2 years – less than 5 years
0.5 – less than 1 year 5 years – less than 10 years
1 year – less than 2 years more than 10 years
14 What teaching tools do you frequently use in your classroom
MS PowerPoint Slides Audio Cassettes
textbooks and teaching manuals Internet resources
15 How long have you used ICT in your English class?
12 months or more I do not use ICT in my class
IV ICT and Your Teaching English
Please rate the following items using a likert scale of 5 points
Strongly Disagree Disagree Neutral Agree Strongly
16 ICT helps me conduct my lessons 1 2 3 4 5
17 ICT helps me with lesson planning 1 2 3 4 5
18 ICT helps me save time in class 1 2 3 4 5
19 Using ICT allows me to be more attentive to students during lessons 1 2 3 4 5
20 ICT is useful for reinforcing material previously taught 1 2 3 4 5
21 Students retain information better when ICT is used 1 2 3 4 5
22 I can easily adjust the pace of lessons using ICT 1 2 3 4 5
23 I can easily use other materials in my class together with ICT 1 2 3 4 5
24 ICT makes teaching more fun 1 2 3 4 5
25 Other general comments on the use of ICT for EFL teaching at your school:
The following questions ask that you rate your opinion of the role of professional development in improving the use of ICT in teaching of English
Strongly Disagree Disagree Neutral Agre e
26 Teachers should be allowed to take part in the professional development as much as they can 1 2 3 4 5
27 Professional development for teachers is very important 1 2 3 4 5
28 Professional development can help teachers enhance their teaching performance 1 2 3 4 5
29 Professional development can help teachers to learn and implement new strategies for teaching English 1 2 3 4 5
30 Teachers’ positive attitudes toward professional development can help teachers build passion for teaching 1 2 3 4 5
31 Teachers are left on their own to seek professional development 1 2 3 4 5
32 I have adequate access to teaching resources such as reference books, teaching journals, Internet, etc for my professional development
33 Professional development has a crucial role in improving the use of
ICT in teaching of English 1 2 3 4 5
34 Over the past 2 years, approximately how many ICT professional development courses have you attended (include ICT implementation that has been embedded in other professional development activities)?
35 If YES, were the professional development activities conducted at your school or outside? _
36 Over what period of time should the professional development training be?
2-3 hours one day Two to four days One week More than a week
37 What approach would you find most beneficial to improve your teaching?
Formal educational opportunities such as an advanced degree
Formal distance education courses and/or programs
Workshops or short-term training courses
Working with other teachers at my level
Being observed by other teachers and receiving feedback
38 What professional development activities have you participated in over the past two years?
Conferences Short-term training course Workshops
Visiting other schools Observing other teacher’s classes
39 Which of the following professional development topics would be most likely to attend?
ICT techniques in designing teaching materials
Software skills (MS Word/Excel/PowerPoint…)
Available teaching materials on Internet
40 What obstacles prevent you from attending professional development activities?
Questionnaire (for principals/vice-principals in Stage 1)
(for principals/vice-principals in Stage 1)
1 Are you male or female? male female
3 What is your job(s) other than administrator at this primary school?
Teacher, if YES, which subject ………
4 How many students are there in your school? ………
5 Are grade-3 students studying English at your school? Yes No
- how many English teachers are there in your school?
- do you have to hire English teachers from other schools? _
- what is the highest qualification in English language teaching the English teachers in your school have? Please specify it by number after each category
EFL proficiency certificate _ Bachelor’s degree _
Master’s degree _ Other (please specify)
If NO, are you planning to let your students study English in the next school year? Yes No
6 Do your teachers have Internet access at school? Yes No
7 Do teachers at your school use ICT in their classroom? None Half All
8 What kind of ICT facilities are there in your school?
Overhead projector Data/LCD projector
Computer lab room If YES, how often is it used? ………
9 Do you have an ICT technician at your school? Yes No
III ICT and Teaching English
Please rate the following items using a likert scale of 5 points
Strongly Disagree Disagree Neutral Agree Strongly
10 ICT helps teachers conduct their lessons 1 2 3 4 5
11 ICT helps teachers with lesson planning 1 2 3 4 5
12 ICT helps teachers save time in class 1 2 3 4 5
13 Using ICT allows teachers to be more attentive to students during lessons
14 ICT is useful for reinforcing material previously taught 1 2 3 4 5
15 Students retain information better when ICT is used 1 2 3 4 5
16 Teachers can easily adjust the pace of lessons using ICT 1 2 3 4 5
17 Teachers can easily use other materials in my class together with
18 ICT makes teaching more fun 1 2 3 4 5
19 Other general comments on the use of ICT for EFL teaching at your school:
The following questions ask that you rate your opinion of the role of professional development in improving the use of ICT
Strongly Disagree Disagree Neutral Agree Strongly
20 Teachers should to take part in the professional development as much as they can 1 2 3 4 5
21 Professional development for teachers is very important 1 2 3 4 5
22 Professional development can help teachers enhance their teaching performance 1 2 3 4 5
23 Professional development can help teachers to learn and implement new strategies for teaching 1 2 3 4 5
24 Teachers’ positive attitudes toward professional development can help teachers build passion for teaching
25 Teachers are left on their own to seek professional development 1 2 3 4 5
26 Teachers at my school have adequate access to teaching resources such as reference books, teaching journals,
Internet, etc for their professional development
27 Professional development has a crucial role in improving the use of ICT 1 2 3 4 5
In the last two years, how many instances did you participate in professional development focused on ICT integration, including those integrated into other professional development activities?
29 I have been part of a professional development activity that was intended to help me become a better leader for a school which is trying to integrate ICTs in the classroom Yes No
30 Over the past 2 years, approximately how many times did teachers receive professional development in the use of ICT? _
31 Were the professional development activities conducted at your school or outside? _
32 What professional development activities have your teachers participated in over the past two years?
Conferences Short-term training course Workshops
Visiting other schools Observing other teacher’s classes
33 Which of the following professional development topics would be of benefit to your teachers?
ICT techniques in designing teaching materials
Software skills (MS Word/Excel/PowerPoint…)
Available teaching materials on Internet
34 What obstacles prevent you and your teachers from attending professional development activities? Please specify
Questions for telephone interviews with school principals (Stage 1)
(Introduction Script: Nguy ễn, Thị Thuỳ Trang, a PhD candidate from the University of South Australia, is conducting a research project in Tiền Giang province The research title is
This research introduces technology-enhanced English language teaching in rural Vietnamese primary schools, focusing on two main objectives: to promote ICT integration in English learning by identifying favorable conditions and to understand teachers' responses to ongoing professional development It aims to provide primary English teachers with opportunities to reflect on their ICT usage and offer suggestions for effective implementation in rural areas of Vietnam The initial fieldwork involved a survey sent to primary school principals and English teachers in eight rural districts of Tiền Giang province to assess the current ICT implementation context The next phase will include case studies with participants such as school principals, English teachers, and grade 3 students, who will engage in interviews, training sessions, and focus groups Participation is voluntary, and all data will be kept confidential to protect individual and school identities.
(The interview will continue with the next questions as long as the answer for the previous one is
1 Does your school have ICT facilities for teaching and learning?
2 What kind of ICT facilities are there?
3 Are your students studying English?
If NO, do you plan to have English subject taught in your school in next school year?
4 If YES, how many English teachers have you got in your school?
5 Are grade-3 students studying English?
6 How many grade-3 classes are there?
I am organizing a training session for primary school teachers involved in my research, which centers on their needs regarding ICT implementation in English teaching Would you be interested in allowing your teachers to participate in this research initiative?
8 Do you think that your grade-3 English teachers would be interested in participating in my research?
9 Will these teachers continue teaching English for grade-3 students in the next school year?
10 Can I have your grade-3 English teachers’ telephone contacts?
Letter to the Principal of Primary Schools
Division of Education, Arts and Social Sciences
I am seeking permission from your school to conduct part of my doctoral research between March and May 2011, as well as September and December 2011 My study focuses on the integration of technology-enhanced English language teaching in rural Vietnamese primary schools, specifically examining teacher development and classroom practices.
This research aims to enhance ICT integration in English language learning and teaching in Vietnamese rural primary schools by examining the conditions that support successful implementation, particularly through ongoing professional development It seeks to understand teachers' responses to this professional development and provides an opportunity for primary English teachers in rural areas to reflect on their ICT usage in language instruction The study will also offer recommendations for effectively implementing ICT in teaching and learning in these rural contexts.
By participating in my research, teachers at your school will not only benefit from a training session focused on effective ICT implementation in the classroom but also gain access to a forum site This platform will enable them to share experiences and teaching materials with educators beyond their own school, fostering collaboration and enhancing their professional development.
My research project aims to explore the experiences of teachers assigned to teach English to grade 3 students at your school during the second semester of the 2010–2011 school year and the first semester of the 2011–2012 school year To facilitate this, I will conduct a training session on ICT techniques for teaching English, observe teachers in their classrooms, and hold a focus group interview with grade 3 students Additionally, I would like to interview you and the teachers As part of the requirements set by the Human Research Ethics committee of the University of South Australia, I need to obtain permission from the schools involved in my research I have selected your school as it exemplifies a typical rural primary school in Vietnam.
I am seeking your approval to conduct research at your school, which I will present to the Human Research Ethics Committee I assure you that I will adhere to proper protocols, prioritizing the confidentiality and respect of all research participants Additionally, I will ensure that you are fully informed about the research process and its objectives.
I hope that this request merits your approval
Nguy ễn, Thị Thuỳ Trang
Questions for interviews with teachers (Stage 1)
The researcher will verify with the teachers whether they have received and completed the questionnaire If there are any unclear items, the researcher will provide explanations and allow 15 minutes for completion before proceeding with the subsequent questions.
1 How long have you taught English? Are you teaching other subjects as well?
2 How many classes are you teaching?
3 How many students are there in each of your class?
4 How many hours per week do you teach English for your grade-3 students?
5 Which English textbook are you using?
6 What obstacles prevent you from implementing ICT in your classroom?
7 Do you have Internet access at home? At school?
Online forums are valuable platforms for educators to share their experiences with using ICT in English teaching If you're familiar with online forums and have an account, consider joining to connect with other teachers Engaging in these discussions can enhance your teaching methods and provide support from a community of peers.
9 I am going to conduct a training session based on your needs Which of the following topic would you like to include in the session?
ICT techniques in designing teaching materials
Software skills (MS Word/Excel/PowerPoint…)
Available teaching materials on Internet
10 How long would you like the training session last?
11 Which month in 2011 would you like the training session to be organised?
12 Is there anything else you would like to add regarding anything we talked about or other issues surrounding the coming training sessions?
Consent form (Interview)
Project title: Introducing technology–enhanced English language teaching in rural Vietnamese primary schools: teacher development and classroom practice
Researcher’s name: Nguyễn, Thị Thuỳ Trang
Supervisors’ names: Dr Jenny Barnett and Dr Ruth Geer
Please tick in the boxes if you agree with the followings:
I have read the information sheet which provides the information and explanation of the nature and purpose of the research project I understand and agree to take part
I understand the purpose of the research project and my involvement in it
I understand that I may withdraw from the research project at any stage and that this will not affect my status now or in the future
I understand that while information gained during the study may be published, I will not be identified and my personal results will remain confidential
I understand that I will be audio-taped
I have provided information about the research to the research participant and believe that he/she understands what is involved
Outline for the training session
Participants English teachers in rural primary schools who participate in case study stage of the research study
Training Goals 1 To offer teachers some available ESL resources;
2 To inform teachers about new computer skills to design, implement and develop the teaching resources;
3 To introduce teachers to the online forum for their professional learning through accessing available resources, sharing experiences and getting support from other colleagues
- Can be conducted either at teacher’s home or school at their convenience and available time
Face-to-face, one-to-one training
Devices Laptop with 3G Portable Wireless USB for the Internet access
1 A brief review on methods in teaching English language to primary students/young learners
2 Design a PowerPoint lesson a Basic steps b Shortcuts for Windows & Hot keys for PowerPoint presentation c Sample of some PowerPoint lessons designed from Let’s
3 Internet skills: using Internet for searching available online teaching resources
4 Introduction to the online forum ‘ICT in Teaching English to Primary Classrooms’ for teacher professional learning
5 Providing with using guide: CD-ROM WordBird’s Word Land and data CD with a collection of templates, images and audios for teachers’ use in designing PowerPoint lessons
- PowerPoint samples of lessons from Let’s Go
This article provides valuable resources for educators, including handouts on effective methods for teaching primary English, essential steps for designing engaging PowerPoint lessons, and skills for efficient internet and Google searching Additionally, it offers links to online resources tailored for primary English instruction, along with handy shortcuts for Windows and hotkeys specifically for PowerPoint presentations.
- CD-ROM WordBird’s Word Land (Prentice Hall) Data CD with a collection of templates, images and audios for teachers’ use in designing PowerPoint lessons
Information sheet (for school principals in Stage 2)
(for school principals in Stage 2)
University of South Australia Division of Education, Arts and Social Sciences, School of Education
Research Title: Introducing technology–enhanced English language teaching in rural
Vietnamese primary schools: teacher development and classroom practice
Researcher’s name: Nguyễn, Thị Thuỳ Trang
Supervisors’ names: Dr Jenny Barnett and Dr Ruth Geer
As a doctoral student in the School of Education at the University of South Australia, I am conducting my research project in Tiền Giang province, focusing on the topic of 'Introducing technology-enhanced learning.'
This research focuses on enhancing ICT integration in English language teaching within rural Vietnamese primary schools by examining conditions that promote successful implementation, supported by continuous professional development It aims to understand teachers' responses to this professional development while providing them with opportunities to reflect on their use of ICT in language instruction Additionally, the study seeks to offer practical suggestions for effectively incorporating ICT into teaching and learning processes in rural areas of Vietnam.
The initial phase of the fieldwork has been carried out to assess the implementation of ICT in English teaching and learning within rural areas, utilizing a survey questionnaire distributed to primary school principals and English teachers across eight rural districts in Tiền Giang province To delve deeper into the unique circumstances of each school, select primary school principals will be invited for case studies involving interviews, while grade-3 English teachers will engage in training sessions, observations, online interactions, and interviews Additionally, approximately four to six grade-3 students from each school will participate in focus group discussions Participation in this study is entirely voluntary.
All information shared with the researcher will remain confidential, ensuring participant anonymity in the research report To enhance data accuracy, interviews will be audiotaped, and classroom observations will be documented through videos and photographs, with participants' identities concealed Faces will be obscured in visual recordings, and raw data will be securely stored at the University of South Australia’s School of Education for five years, adhering to the National Statement on Ethical Conduct in Human Research 2007 Access to this data will be restricted to the researcher, supervisors, and the research degrees coordinator.
Your involvement is crucial for advancing the integration of ICT in English education in Vietnam If you choose to take part in this study, kindly fill out the attached consent form.
For any inquiries, please do not hesitate to reach out to me, my supervisor, or the Executive Officer of the ethics committee at UniSA using the contact details provided below.
Email: ngutt064@mymail.unisa.edu.au
Dr Jenny Barnett Dr Ruth Geer
Contact Details: School of Education School of Education
Email: Jenny.Barnett@unisa.edu.au Ruth.Geer@unisa.edu.au
Email: vicki.allen@unisa.edu.au
Nguy ễn, Thị Thuỳ Trang
Information sheet (for English teachers in Stage 2)
University of South Australia Division of Education, Arts and Social Sciences, School of Education
Research Title: Introducing technology–enhanced English language teaching in rural
Vietnamese primary schools: teacher development and classroom practice
Researcher’s name: Nguyễn, Thị Thuỳ Trang
Supervisors’ names: Dr Jenny Barnett and Dr Ruth Geer
As a doctoral student at the University of South Australia, I am conducting a mixed methods study from September to December 2011, focusing on the introduction of technology-enhanced English language teaching in rural Vietnamese primary schools, with an emphasis on teacher development and classroom practices.
This research aims to enhance ICT integration in English language learning and teaching within Vietnamese rural primary schools by exploring conditions that promote successful implementation, supported by ongoing professional development Additionally, it seeks to understand teachers' responses to this professional development, offering primary English teachers in rural areas an opportunity to reflect on their ICT usage and providing recommendations for effective ICT integration in language education.
To successfully meet the research objectives, it is crucial to collect insights from various stakeholders, particularly primary English teachers, whose contributions are vital As part of this initiative, I will provide classroom resources, conduct training sessions, and establish an online forum for sharing experiences and teaching materials with colleagues beyond your school.
I would like to invite you to participate in the following activities:
The research involves two interviews: the first aims to identify your needs regarding ICT implementation, while the second focuses on discussing various topics and challenges associated with integrating ICT in English teaching and learning within rural primary schools To ensure accurate data collection, the interviews will be audio-recorded, allowing the researcher to capture all essential insights.
A tailored training session will be conducted to meet your specific needs, and your feedback will be crucial for assessing its effectiveness During the session, you will be video recorded, allowing for an evaluation of both my training methods and your professional learning performance I aim for you to acquire new techniques for implementing ICT in English teaching through this training experience.
• Online Interaction (Forum) : a forum account with a pseudonym will be set up for you
Engage in discussions about ICT techniques for teaching English to primary students, explore effective teaching methodologies, and share classroom practices Connect with fellow educators beyond your school by exchanging teaching materials and experiences Participate anonymously in the forum using a pseudonym to protect your identity while collaborating with other teachers.
Participation in this research is voluntary, and you can withdraw at any time Your involvement will contribute valuable insights into the use of ICT in teaching and learning English in rural Vietnam Rest assured, all information provided will remain confidential, with pseudonyms used in the thesis to safeguard your identity, and participants' faces will be obscured to further protect anonymity.
The study includes 237 videos and photos, with all collected information stored in a coded format for five years This data will be securely kept in a locked cabinet at the School of Education, UniSA.
Your involvement is crucial for advancing the integration of ICT in English education in Vietnam If you choose to take part in this study, kindly fill out the attached consent form.
For any inquiries, please don't hesitate to reach out to me, my supervisor, or the Executive Officer of the ethics committee at UniSA using the contact details provided below.
Email: ngutt064@mymail.unisa.edu.au
Dr Jenny Barnett Dr Ruth Geer
Contact Details: School of Education School of Education
Email: Jenny.Barnett@unisa.edu.au Ruth.Geer@unisa.edu.au
Email: vicki.allen@unisa.edu.au
Nguy ễn, Thị Thuỳ Trang
Interview questions for the principals (Stage 2)
1 Discuss any issue that was interesting to ICT implementation in teaching English
Reflecting on the introduction of computers in schools, it's evident that perceptions have evolved significantly over time Initially, the role of computers in education may have seemed limited, but now they are integral to teaching methodologies and school operations The approach to running schools has transformed, incorporating technology to enhance learning experiences Students today are more adept with ICT tools compared to previous generations, demonstrating a shift in digital literacy Furthermore, schools are adopting innovative strategies for classroom education, leveraging technology to engage students more effectively The integration of ICT is proving beneficial in helping students achieve curriculum outcomes, particularly in English language learning, fostering a more interactive and dynamic educational environment.
3 How do you feel about implementation of ICT in teaching English?
4 What do you see as a high level of ICT integration into English curriculum?
5 How often do your teachers implement ICT?
6 Under what circumstances should teachers use ICT?
7 Have you received any professional development involving how to be an ICT leader?
8 How would you rate your own ICT skills?
9 What type of leadership support have you provided to your staff to help them integrate ICT?
10 Where do you think students should use ICT: in the computer lab or classroom or both? Why?
11 What may have hindered your teachers’ ICT implementation efforts?
12 Who or what has helped your teachers the most in their ICT implementation efforts?
13 Who or what could further help them in their ICT implementation efforts?
In five years, our perceptions of computers are likely to evolve significantly, influencing how we operate our school The integration of Information and Communication Technology (ICT) may lead to noticeable changes in student engagement and learning styles We can expect our approach to classroom education to shift, embracing innovative methods that enhance the learning experience Furthermore, ICT is anticipated to play a crucial role in helping students achieve their English curriculum outcomes, ultimately transforming educational practices for better results.
15 Is there anything else you would like to add regarding anything we talked about or other issues surrounding computer (ICT) implementation?
Interview questions for the teachers (Stage 2)
1 Discuss any issue that was interesting to ICT implementation in teaching English
2 Discuss any issue in the training session Ask the teacher if they wanted to add any items
Reflecting on the initial introduction of computers in the classroom, it's evident that perceptions and teaching methods have evolved significantly over time Initially, there may have been a sense of novelty and uncertainty about technology, which contrasts with the current understanding of its integral role in education Teaching approaches have also transformed, adapting to incorporate digital tools that enhance learning experiences Furthermore, students today exhibit different levels of familiarity and engagement with ICT compared to previous years Ultimately, the integration of ICT is proving to be beneficial in helping students achieve curriculum outcomes more effectively.
4 How do you feel about ICT classroom integration in teaching English?
5 What do you see as a high level of ICT integration?
6 How often do you implementICT?
7 Under what circumstances do you useICT?
A classroom with a high level of technology integration would feature interactive whiteboards, tablets, and laptops actively used by both students and teachers Students would be engaged in collaborative projects, utilizing digital tools for research and presentations, while teachers would facilitate discussions and provide real-time feedback through technology The environment would promote creativity and critical thinking, with seamless access to online resources enhancing the learning experience.
9 What types of professional development activities have helped you implementICT?
10 What type of leadership support has helped you integrate ICT?
11 Where would you prefer to use ICT: in the computer lab or classroom or both? Why?
12 What may have hindered your ICT integration efforts?
13 Who or what has helped you the most in your ICT skill, English proficiency, and ICT implementation efforts?
14 Who or what could further help your ICT skill English proficiency, and ICT implementation efforts?
In five years, our perceptions of computers and their role in education are likely to evolve significantly The methods we use to teach may change, adapting to new technologies and learning styles Students will probably have different interactions with ICT, influencing their engagement and understanding Schools might adopt innovative approaches to classroom education, integrating technology in more effective ways Ultimately, ICT is expected to play a crucial role in helping students achieve curriculum outcomes, enhancing their learning experience.
16 Is there anything else you would like to add regarding anything we talked about or otherissues surrounding technology integration?
Detailed syllabus for teaching English in Grade 3
Themes Topics Communicative competences Linguistic knowledge
Introducing oneself Spelling someone’s name
Greeting (Asking how someone is) Thanking someone
Asking someone’s name Introducing others
Identifying someone Greeting someone friendly
Words to greet friends The English alphabet Words to indicate proper names
Words to name school facilities and objects Words to describe school objects
Words to indicate actions Words to name family members
Words to describe people Words to name rooms in the house
Words to name house objects Words to describe the weather Words to name flowers, pets and toys
Words to describe flowers, pets and toys
Words to indicate colours Cardinal numbers: 1 – 20 Ordinal numbers: 1st - 20 th
Simple sentence Determiners: this/that/ these/those Let's There is/there are
Asking for the name of someone’s school
Naming school facilities/objects Describing school facilities/objects
Naming classroom objects Asking about classroom objects
Expressing classroom commands Asking for permission
Naming games/activities Suggesting an activity
Identifying family members Asking for the names of family members
Asking for and telling someone’s age
4 Ministry of Education and Training, Quyết định về việc ban hành Chương trình thí điểm Tiếng Anh tiểu học
[Directive on the pilot program of teaching English in primary schools], Hà Nội, Việt Nam: Author, pages
Naming rooms and house objects Talking about the location of house objects
Introducing someone’s bedroom Describing someone’s bedroom
Naming family activities in free time
Describing on-going actions of family members
Wh- questions: what, where, who, how old, how many Yes/No questions
Imperatives: (e.g Stand up, please/ Don’t talk, please.)
Modals: may, can Personal/impersonal pronouns: I, you, he, she, it, we, they
Possessive adjectives: my, your, his, her, its, our, their
Nouns (singular and plural): pen(s), book(s), chair(s)
Descriptive adjectives: tall, short, big, small, new, young,…
Conjunctions: and Articles: (a)n, the Prepositions (of place): in, at, on, ,
Describing the weather Naming outdoor activities Describing on-going outdoor activities
Identifying colours Expressing likes and dislikes
Asking about the number of pets Expressing possession
Talking about quantities of toys Specifying location of toys