MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYỄN THỊ DUYÊN EFL PRIMARY SCHOOL TEACHERS’ PERCEPTIONS AND PRACTICES OF USING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN ENGLISH TEACHING Field: Theory and Methodology of English Language Teaching Code: 8140111 SUPERVISOR: Dr. VÕ DUY ĐỨC BỘ GIÁO DỤC- ĐÀO TẠO TRƢỜNG ĐẠI HỌC QUY NHƠN NGUYỄN THỊ DUYÊN NHẬN THỨC VÀ THỰC TIỄN VỀ VIỆC SỬ DỤNG CÔNG NGHỆ THÔNG TIN VÀ TRUYỀN THÔNG (ICT) TRONG DẠY TIẾNG ANH CỦA GIÁO VIÊN TIẾNG ANH TIỂU HỌC Ngành: Lý luận và phƣơng pháp dạy - học môn Tiếng Anh Mã số: 8140111 NGƢỜI HƢỚNG DẪN: TS. VÕ DUY ĐỨC i STATEMENT OF ORIGINAL AUTHORSHIP I hereby certify that the thesis entitled “EFL PRIMARY SCHOOL TEACHERS‟ PERCEPTIONS AND PRACTICES OF USING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN ENGLISH TEACHING” is the result of my research. This thesis has not been submitted to any other university or educational institution for consideration for a degree.
To the best of my knowledge, the thesis does not include any previously published or written works by others, with the exception of the references provided within the text. Quy Nhon, 2023 NGUYEN THI DUYEN ii ACKNOWLEDGEMENTS This thesis could not have been finished without the help of numerous people. I want to sincerely thank and show my respect to everyone who has given me guidance and support while I've been conducting this research. First and foremost, I would like to sincerely thank my supervisor, Dr.
Vo Duy Duc, for his helpful guidance, insightful recommendations, and scathing criticism that have enabled me to choose a worthy subject to work on and complete it on schedule. In addition, I would like to express my profound gratitude to the professors, lecturers, and instructors of Quy Nhon University for their kind and patient assistance in imparting valuable knowledge and assisting me with the steps necessary to finish my degree program. I also appreciate the English teachers in Quy Nhon city who took part in this research. The completion of this study would not have been possible without their r helpful contribution and co-operation.
Last but not least, I owe a special debt of gratitude to my family for their never-ending backing and encouragement, which enabled me to finish this study even during the toughest moments. I consider myself very fortunate to have their support and sympathy. iii ABSTRACT ICT technologies can help teachers and students because they offer a growing number of options for improving the inputs, processes, and results of teaching and learning in EFL classrooms. However, a number of factors influence the use of ICT in the classroom, with instructors' perceptions being the most important.
The purpose of this study was to find out EFL primary school teachers‟ perceptions and their practices of using ICT in language teaching. 32 teachers answered questionnaires, five of the teachers who completed the questionnaires were interviewed, and four classroom observations were conducted at different primary schools in Quy Nhon city to gather the data. The findings show that the teacher perceptions on the use of ICT in EFL instruction and learning were generally positive. The majority of teachers believed that ICT was an important tool due to its ability to enhance the process of teaching and learning.
However, teachers‟ lack of knowledge and experience in ICT training, together with limited time and ICT equipment, an unstable Internet connection, and other factors made it difficult for them to use ICT. From these empirical findings, implications for educators, school administrators, and EFL teachers were also provided for better integration ICT in English Teaching. iv TABLE OF CONTENT STATEMENT OF ORIGINAL AUTHORSHIP. iii TABLE OF CONTENT.
iv LIST OF ABBREVIATIONS. vi LIST OF TABLES. Aim and objectives of the study. Aim of the study.
Objectives of the study. Scope of the study. Significance of the study. Structure of the study.
Definition of ICT. Definition of teachers‟ perceptions. Types of Perception. Teachers‟ Perceptions on ICT Use.
Teachers‟ acceptance of ICT. Benefits of using ICT. Challenges in the use of ICT. Research setting and participants.
Data Collection Instruments. FINDINGS AND DISCUSSION. EFL Teachers‟ perceptions about the benefits of using ICT. Teachers‟ perceptions about ICT usefulness for students‟ learning.
Teachers‟ perceptions about ICT usefulness for teachers‟ teaching. EFL Teachers‟ perceptions about difficulties in using ICT in English teaching. EFL Teachers‟ practices of using ICT in English teaching. The use of ICT tools.
Suggestions for further studies. 49 APPENDICES vi LIST OF ABBREVIATIONS Abbreviation Full expression ICT Information and Communication Technology EFL English as a Foreign Language MOET Ministry of Education and Training vii LIST OF TABLES Table Title Page 3.1 Participants‟ background information 23 4.1 Teachers‟ perceptions about ICT usefulness for students‟ 30 learning 4.2 Teachers‟ perceptions about ICT usefulness for teaching 34 English 4.3 Teachers‟ perceptions about difficulties in using ICT in 37 English teaching 1 CHAPTER 1. INTRODUCTION The introduction chapter helps lay background information essential for an understanding of the issue discussed in this study. In addition, it is established with the framework of the thesis consisting of (1) rationale, (2) aim and objectives, (3) research questions, (4) scope of the study, (5) significance of the study, and (6) structure of the study.
Rationale There are some reasons for conducting this research. First, in many English language teaching (ELT) environments around the world, the role of technology has rapidly evolved. The use of technology has become a trend in the field of language education (Çakici, 2016). Asian developed countries firmly believe that ICT is a necessary element of advanced, student-centered teaching, and they support and encourage this belief (Albion, Tondeur, Forkosh-Baruch, & Peeraer, 2015).
As noted by Peearer and Van Petegem (2011), the rationale for educational reform in Vietnam also points to that direction with Directive 55 (MOET, 2008). Within the framework of the MOET (2009) movement for friendly schools and engaged students, ICT is seen as having a role in supporting the transformation of education into a creative learning society. Furthermore, as part of fresh and creative approaches to teaching and learning, Vietnamese educators were encouraged to use ICT applications in a responsible manner (MOET, 2008). The second reason is the significant role of teachers‟ perceptions in the field of English language teaching.
Barcelos (2003) claims that what teachers do in the classrooms is influenced by their perceptions. Teachers' perceptions, according to Moloi (2009), cause how teachers deal with shortcomings in 2 their teaching situations. In addition, because thought drives conduct, investigating teachers' perceptions and beliefs helps to gain a deeper understanding of teachers' behaviors in classrooms and guides for improving teachers' practices (Jia, 2004). In consequence, teachers' perceptions have played a crucial role in the teaching and learning process because they have a huge impact on teachers' decision-making and current classroom teaching methods, as well as providing important insight into various facets of education.
When seen from the other perspective, teachers' negative beliefs and attitudes regarding the use of ICT are considered as a significant barrier to its integration into the teaching and learning process (Teo, 2008). In such a context, effectively integrating ICT into English instruction is regarded to be a viable approach. However, Vietnam has not caught up to other nations in terms of ICT realization and educational performance (Cuban, Kirkpatrick, & Peck, 2001; Dang, 2013). The low adoption of ICT in the classroom is demonstrated by Hong's (2014) research.
This is corroborated by Nguyen (2016), whose research indicates that poor ICT use among Vietnamese language instructors falls short of the demands of socioeconomic development, which is mostly dependent on the expansion of global communication and services (Vu & Burns, 2014). All the above reasons have inspired me to choose the topic "EFL primary school teachers' perceptions and practices of using Information and Communication Technology (ICT) in English teaching" for my M. This study aims to explore teachers' perceptions towards integrating ICT as well as their practices in English classroom. The findings of the study are hoped to provide valuable insights and pedagogical implications for teachers to enhance the effective implementation of using ICT.
Aim and objectives of the study 1. Aim of the study This study aims to investigate EFL primary school teachers‟ perceptions and practices of using ICT in their language teaching. Objectives of the study In order to achieve this aim, the following objectives were fulfiled: To investigate the EFL primary school teachers‟ perceptions of the benefits of using ICT in their language teaching To examine the EFL primary school teachers‟ perceptions of the difficulties in using ICT in their language teaching To explore the EFL primary school teachers‟ practices of ICT in their language teaching 1. Research questions In an attempt to achieve the above-presented aims, the study seeks to answer the following research questions: 1.
What are the EFL primary school teachers‟ perceptions of the benefits of using ICT in their language teaching? 2. What are the EFL primary school teachers' perceptions of the difficulties in using ICT in their language teaching? 3. What are the EFL primary school teachers‟ practices of using ICT for their language teaching? 1. Scope of the study The research was carried out with the participation of 32 English teachers who were teaching English at 11 primary schools in Quy Nhon city, Binh Dinh Province.
This study just focused on EFL teachers‟ perceptions 4 about the benefits, the difficulties and their practices in using ICT in their language teaching. The data was collected through the questionnaires interviews and observations. Significance of the study This research is considered to be important for some reasons. In theory, the study will be helpful in establishing a knowledge base on teachers' perceptions of the use of ICT in the classroom by incorporating data on ICT use in teaching English.
In actuality, the study aims to illuminate both teachers' opinions of the advantages of ICT integration and the challenges they encounter while implementing it in the classroom. The research's conclusions will thus offer crucial new perspectives on how to see ICT as an efficient instructional tool in the language teaching-learning process, which encourages teachers to include ICT into their practices. In addition, a better understanding of EFL teachers' challenges that teachers face may serve as a guide for different stakeholders, i. policy-makers, decision-makers, educators, and ICT theorists to design ICT policies and develop technology- based educational programs or strategies to make learning more effective, applicable, and enjoyable.
Finally, the findings of this research can act as a useful source of reference for future researchers who are interested in the field of ICT in the English teaching-learning process. Structure of the study The thesis will consist of five chapters. Chapter 1, Introduction, gives a brief introduction about the background of the research, rationale, aim and objectives, research questions, 5 scope, and significance as well as the structure of the thesis. Chapter 2, Literature review, provides a fundamental overview of literature surrounding ICT use in teaching foreign languages as well as connects relevant studies to this study.
Chapter 3, Methodology, explains the research method. Firstly, it presents the research questions and the hypotheses of the present study. Secondly, it describes the research design and participants. Thirdly, it introduces the research instruments used to collect data.
Lastly, this chapter comes to an end with the procedure to conduct the study and the methods of data analysis. Chapter 4, Findings and Discussion, illustrates and analyzes the data collected to provide the answers to the research questions. Chapter 5, Conclusion and Implications, makes a conclusion of the report of the study. First, it summarizes the main findings.
Then, it suggests the research implications. Finally, the limitations of the study and the suggestions for future research are the last part of this chapter. LITERATURE REVIEW The purpose of this chapter is to lay the theoretical background for the study by critically reviewing relevant authoritative studies.