EFL high school teachers' perceptions of using information and communication technology (ICT) in their teaching = Nhận thức của giáo viên tiếng Anh THPT về việc sử dụng công nghệ thông tin và truyền thông (ICT) trong dạy học

MINISTRY OF EDUCATION AND TRAINING

QUY NHON UNIVERSITY

NGUYỄN THỊ THU PHƢƠNG

EFL HIGH SCHOOL TEACHERS’ PERCEPTIONS

OF USING INFORMATION AND COMMUNICATION

TECHNOLOGY (ICT) IN THEIR TEACHING

Field: Theory and Methodology of English Language Teaching

Code: 8140111

SUPERVISOR : LÊ NHÂN THÀNH, Ph.D

BỘ GIÁO DỤC- ĐÀO TẠO

TRƢỜNG ĐẠI HỌC QUY NHƠN

NGUYỄN THỊ THU PHƢƠNG

NHẬN THỨC CỦA GIÁO VIÊN TIẾNG ANH THPT

VỀ VIỆC SỬ DỤNG CÔNG NGHỆ THÔNG TIN

VÀ TRUYỀN THÔNG (ICT) TRONG DẠY HỌC

Chuyên ngành: Lý luận và phƣơng pháp dạy học bộ môn Tiếng Anh

Mã số: 8140111

NGƢỜI HƢỚNG DẪN: TS. LÊ NHÂN THÀNH

i

STATEMENT OF ORIGINAL AUTHORSHIP

The work contained in this thesis has not previously been submitted for

a degree or diploma in any university. I certify that, to the best of my

knowledge and belief, my thesis contains no material previously published or

written by any other person except where due reference is made in the thesis

itself.

Date: 01/ 08/2022

Signed:

Nguyen Thi Thu Phuong

ii

ABSTRACT

With the prevalence of technology, using Information and

Communication Technology (ICT) in teaching and learning has become

inevitable. To ensure the successful implementation of ICT in English classes,

the significant role of teachers should be considered. Therefore, this study

aims at examining EFL high school teachers‟ perceptions of using ICT

regarding the necessity of using ICT, the benefits, and the difficulties in using

ICT in their teaching. The research was conducted with the participation of 53

EFL teachers at 7 high schools in Hoai Nhon district, Binh Dinh Province.

The data for this study was collected through questionnaires and semi￾structured interviews, and then analyzed both quantitatively and qualitatively.

The study found that teachers had a positive perception of using ICT in their

English language teaching. Most teachers agreed that ICT was an important

tool because of its usefulness in enhancing the teaching and learning process.

However, the limited time and ICT tools, coupled with a poor Internet

connection as well as teachers‟ lack of knowledge and experience in ICT

training were obstacles to teachers using ICT. Based on the findings,

implications for educators, school administrators, and EFL teachers were also

offered.

Key words: EFL, ICT, Teachers‟ perception

iii

ACKNOWLEDGEMENTS

This paper could not have been completed without the encouragement

and support from several individuals and groups to whom I would like to

express my deep sense of gratitude during the stressful time of writing this

paper.

First and foremost, I am deeply grateful to my supervisor, Dr. Le Nhan

Thanh, for his support, patience, and encouragement throughout my study.

His technical and editorial advice was essential to the completion of this

paper and has taught me innumerable lessons and insights on the workings of

academic research in general. I have been extremely lucky to have a

supervisor who cared so much about my work.

My sincere thanks also go to the teachers of the Department of English

for the useful knowledge that they taught me during the time I attended the

M.A course.

I would also like to thank the participants at Hoai Nhon district for their

untiring supports to this research paper. Without their passionate

participation and input, the study could not have been successfully conducted.

Last, but not least, my family and friends receive my deepest gratitude

and love for their dedication and the many years of support during my thesis

study that provided the foundation for this work.

Finally, I offer my regards and blessing to all of those who supported me

in the completion of the thesis.

iv

TABLE OF CONTENTS

STATEMENT OF ORIGINAL AUTHORSHIP............................................... i

ABSTRACT......................................................................................................ii

ACKNOWLEDGEMENTS .............................................................................iii

TABLE OF CONTENTS................................................................................. iv

LIST OF ABBREVIATIONS......................................................................... vii

LIST OF TABLES .........................................................................................viii

LIST OF CHARTS .......................................................................................... ix

LIST OF FIGURES........................................................................................... x

CHAPTER 1: INTRODUCTION.................................................................. 1

1.1. Background of the study ......................................................................... 1

1.2. Rationale for the study........................................................................... 4

1.3. Aim and objectives of the study.............................................................. 5

1.3.1. Aim of the study ............................................................................... 5

1.3.2. Objectives of the study ..................................................................... 5

1.4. Research questions................................................................................. 6

1.5. Scope of the study.................................................................................. 6

1.6. Significance of the study........................................................................ 6

1.7. Structure of the study ............................................................................. 7

CHAPTER 2: LITERATURE REVIEW...................................................... 8

2.1. Theoretical background ......................................................................... 8

2.1.1. Definition of the term ICT............................................................... 8

2.1.2. Definition of perception................................................................... 9

2.2. Potential benefits of ICT in education ................................................... 9

2.2.1. Engaging students by motivation..................................................... 9

2.2.2. Enhancing efficiency and effectiveness in the teaching and

learning process ........................................................................................ 10

v

2.2.3. Encouraging independent and autonomous learning..................... 11

2.2.4. Promoting collaborative learning and communication.................. 11

2.2.5. Increasing authentic learning environment and cultural

understanding............................................................................................ 12

2.3. Barriers to the use of ICT in education................................................ 13

2.3.1. Teacher-Related Barriers............................................................... 15

2.3.2. School/ administration- related barriers......................................... 21

2.4. Review of previous studies related to the study and the gap in the

literature review ........................................................................................... 23

2.5. Summary .............................................................................................. 27

CHAPTER 3: METHODOLOGY............................................................... 28

3.1. Research approaches............................................................................ 28

3.2. Research setting and participants.......................................................... 29

3.3. Data collection instruments................................................................... 31

3.3.1. Questionnaire .................................................................................. 31

3.3.2. Interview ........................................................................................ 32

3.4. Data collection procedure .................................................................... 33

3.4.1. Administering the questionnaire..................................................... 33

3.4.2. Administering the interview ........................................................... 34

3.5. Data analysis methods.......................................................................... 35

3.6. Summary ............................................................................................... 35

CHAPTER 4: FINDINGS AND DISCUSSION......................................... 36

4.1. EFL Teachers' perceptions of the necessity of using ICT in English

language teaching......................................................................................... 36

4.2. EFL Teachers‟ perceptions of the benefits of using ICT...................... 40

4.2.1. Teachers‟ perceptions of ICT usefulness for students‟ learning ... 40

4.2.2. EFL Teachers‟ perceptions of ICT usefulness for

teachers‟ teaching...................................................................................... 44

vi

4.3. EFL Teachers‟ perceptions of difficulties in using ICT in English

teaching ........................................................................................................ 47

4.4. Summary ............................................................................................... 51

CHAPTER 5: CONCLUSION AND IMPLICATIONS............................ 52

5.1. Summary of the major findings ............................................................ 52

5.2. Research implications........................................................................... 53

5.2.1. Implications for educators .............................................................. 53

5.2.2. Implications for school administrators ........................................... 54

5.2.3. Implications for teachers................................................................. 55

5.3. Limitations of the study ........................................................................ 56

5.4. Recommendations for further studies................................................... 56

REFERENCES.............................................................................................. 58

APPENDICES

vii

LIST OF ABBREVIATIONS

Abbreviation Full expression

ICT Information and Communication Technology

EFL English as a Foreign Language

MOET Ministry of Education and Training