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Trang 1 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
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 i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENT iv LIST OF ABBREVIATIONS vi LIST OF TABLES vii CHAPTER 1 INTRODUCTION 1 1.1 Rationale 1 1.2 Aim and objectives of the study 3 1.2.1 Aim of the study 3 1.2.2 Objectives of the study 3 1.3 Research questions 3 1.4 Scope of the study 3 1.5 Significance of the study 4 1.6 Structure of the study 4 CHAPTER 2 LITERATURE REVIEW 6 2.1 Definition of ICT 6 2.2 Teachers‟ perceptions 7 2.2.1 Definition of teachers‟ perceptions 7 2.2.2 Types of Perception 8 2.2.3 Teachers‟ Perceptions on ICT Use 8 2.3 Teachers‟ acceptance of ICT 9 2.4 Benefits of using ICT 11 2.5 Challenges in the use of ICT 14 2.6 Previous studies 17 2.7 Summary 20 v CHAPTER 3 METHODOLOGY 21 3.1 Research approaches 21 3.2 Research setting and participants 22 3.3 Data Collection Instruments 24 3.3.1 Survey Questionnaires 24 3.3.2 Interview 25 3.3.3 Classroom Observation 25 3.4 Data Analysis 27 3.5 Summary 27 CHAPTER 4 FINDINGS AND DISCUSSION 29 4.1 EFL Teachers‟ perceptions about the benefits of using ICT 29 4.1.1 Teachers‟ perceptions about ICT usefulness for students‟ learning 29 4.1.2 Teachers‟ perceptions about ICT usefulness for teachers‟ teaching .33 4.2 EFL Teachers‟ perceptions about difficulties in using ICT in English teaching 37 4.3 EFL Teachers‟ practices of using ICT in English teaching 41 4.3.1 The use of ICT tools 41 4.3.2 Teacher‟s activities 42 4.3.3 Students‟ activities 43 4.4 Summary 43 CHAPTER 5 CONCLUSION 44 5.1 Conclusions 44 5.2 Implications 46 5.3 Limitations 47 5.4 Suggestions for further studies 48 REFERENCES 49 APPENDICES Abbreviation vi ICT EFL LIST OF ABBREVIATIONS MOET Full expression Information and Communication Technology English as a Foreign Language Ministry of Education and Training vii LIST OF TABLES Table Title Page 23 3.1 Participants‟ background information 30 4.1 Teachers‟ perceptions about ICT usefulness for students‟ 34 learning 37 4.2 Teachers‟ perceptions about ICT usefulness for teaching English 4.3 Teachers‟ perceptions about difficulties in using ICT in 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 1.1 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