Teachers’ Perception of ICT Integration in English Language Teaching at Vietnamese Tertiary Level

doi:10.13187/ejced.2021.3.697

Cited by 8 publications

(10 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers who have positive attitude towards integrating ICT in English language teaching will have an impact on learning English in the future. Nguyen (2021) explained that teachers feel confident and competent in applying ICT to teach English. In addition, teachers are also expected to self-evaluate their ICT competency abilities in teaching and learning activities.…”

Section: Positive Perceptionmentioning

confidence: 99%

Teachers’ Perceptions and Challenges in Integrating Technology in English Reading Course: A Systematic Research Review

Herdina,

Ningrum

2023

JETAR

View full text Add to dashboard Cite

This study aims to analyze teachers' perceptions and challenges in integrating technology to teach English reading skills. This study uses a systematic analysis method that identifies existing literature on Google Scholar. Data collection was carried out through systematic literature review stages: 1) framing questions for a review, 2) identifying relevant work, 3) assessing the quality of studies, 4) summarizing the evidence, 5) interpreting the findings. The results of this study found that the teacher's positive perception of integrating technology in learning English and integrating technology can help teaching and learning activities and make classes interesting. The challenges faced by teachers in integrating technology include the lack of technology media facilities, slow internet connections, lack of teacher skills in mastering technology, teacher or student motivation to use technology in learning English, and proper material preparation. Based on these results, it can be concluded that teachers have a positive attitude towards integrating ICT in English learning activities, especially for teaching students' English reading skills.

show abstract

Section: Positive Perceptionmentioning

confidence: 99%

Teachers’ Perceptions and Challenges in Integrating Technology in English Reading Course: A Systematic Research Review

Herdina,

Ningrum

2023

JETAR

View full text Add to dashboard Cite

show abstract

“…In fact, there are several studies which reveal that technology in education can have a very positive impact in encouraging students to be actively involved in the process of learning activities. Nguyen (2021) states in his research that teachers are fully aware of the importance of applying ICT and show their positive perceptions when using ICT to teach English. So that in the midst of the progress of the times like this the teacher must be able to be more innovative in providing teaching to students.…”

Section: The Importance Of Technology In Learningmentioning

confidence: 99%

Integrating Information Communication Technology in English Language Teaching

Prayudha. S,

Nabila Maratus Salihah,

Ami Pradana

2023

JEEYAL

View full text Add to dashboard Cite

The development of information and communication technology is what most people look forward to, including technological advances in the field of education which are very useful for teachers and students. Teachers can apply the use of technology in learning English to help and facilitate teaching and learning activities and encourage students to actively participate in learning. This study aims to explain the importance of applying technology in teaching English. The method used in this research is qualitative through a literature study approach. Data was obtained through collecting references and materials related to the use of ICT in learning and teaching English. After the data is obtained, the data is presented based on predetermined boundaries. The results of the study show that the use of technology in teaching English can make the learning atmosphere more enjoyable, students can freely get and do assignments and can access more learning resources. In addition, by utilizing information and communication technology students become more creative and motivated to be actively involved in teaching and learning activities so that it is very necessary for English teachers to regularly integrate the use of communication and information technology in learning English.

show abstract

“…While MALL is largely acclaimed by students for its efficacy in language acquisition, it has also been criticized for its complexity and lack of user-friendliness (Nguyen, 2021). It is thought that several MALL applications require an Internet connection to work correctly, which students in remote areas cannot afford, particularly in developing countries such as Vietnam or Bangladesh (Seraj et al, 2021).…”

Section: Drawbacks Of Mallmentioning

confidence: 99%

“…It is thought that several MALL applications require an Internet connection to work correctly, which students in remote areas cannot afford, particularly in developing countries such as Vietnam or Bangladesh (Seraj et al, 2021). This is the same issue that desktop CALL users have; consequently, it is not a significant issue with MALL (Nguyen, 2021).…”

Section: Drawbacks Of Mallmentioning

confidence: 99%

“…Despite the significance of comprehending students' perspectives, little research has been conducted on this vital aspect, particularly in the context of Vietnam's higher education (Nguyen, 2021;Pham, 2020;Vo, 2020;Vo & Vo, 2020). In addition, the few research available focuses mostly on teachers' perspectives, ignoring the perceptions of non-English-major students in their first and second years, who make up the bulk of English language learners in higher education (Ho et al, 2021;Nguyen, 2021;Vo & Vo, 2020).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring Vietnamese university students’ perception of using Mobile Assisted Language Learning (MALL) to study English

Van

Duong²

2022

HCMCOUJS - SOCIAL SCIENCES

View full text Add to dashboard Cite

As a result of tremendous technological breakthroughs over the past several decades, there has been an unparalleled expansion of portable smart devices and mobile applications, especially for language learning purposes. Despite the amount of research on Mobile Assisted Language Learning (MALL), little is known about non-English major students’ perceptions of the usage of MALL in Vietnamese universities. Using both qualitative and quantitative research approaches, this study explores the perceptions of non-English major university students at a Vietnamese university regarding the usefulness and ease of use of MALL in English learning based on the Technology Acceptance Model (TAM). 219 first- and second-year students were given a questionnaire to collect data, which was then combined with qualitative data acquired from semi-structured interviews and critically examined and analyzed. The results suggest that the majority of students regard MALL to be beneficial in terms of vocabulary acquisition, pronunciation enhancement, and ease of use. Consequently, it is highly suggested that MALL be implemented in the context of English teaching and learning at Vietnam’s higher education institutions.

show abstract

Teachers’ Perception of ICT Integration in English Language Teaching at Vietnamese Tertiary Level

Cited by 8 publications

References 21 publications

Teachers’ Perceptions and Challenges in Integrating Technology in English Reading Course: A Systematic Research Review

Teachers’ Perceptions and Challenges in Integrating Technology in English Reading Course: A Systematic Research Review

Integrating Information Communication Technology in English Language Teaching

Exploring Vietnamese university students’ perception of using Mobile Assisted Language Learning (MALL) to study English

Contact Info

Product

Resources

About