EFL LECTURERS’ READINESS FOR DIGITAL TRANSFORMATION IN ASSESSMENT: A CASE STUDY IN A NORTHERN VIETNAMESE UNIVERSITY

Abstract

As digital transformation reshapes higher education, integrating technology into assessment has become a strategic priority. Yet the readiness of English as a Foreign Language (EFL) lecturers to adopt digital assessment remains a key concern, particularly in institutions undergoing policy-driven reform. This study investigates the readiness of 27 EFL lecturers at a public university in northern Vietnam, where institutional support for digital transformation was perceived as moderate but lacked practical guidelines. Grounded in the Digital Competence Framework for Educators (DigCompEdu) and the Unified Theory of Acceptance and Use of Technology (UTAUT), the research examines four dimensions: knowledge, confidence, experience, and belief in effectiveness. Using a mixed-methods design, the study found that lecturers recognized the pedagogical value of digital assessment and demonstrated strong conceptual knowledge but had low confidence and limited practical experience. Institutional barriers such as unclear policies and insufficient training constrained adoption, while peer mentoring emerged as a key enabler. The findings highlight the need for sustained professional development and clearer local guidelines and ongoing support effective digital transformation.