Factors Affecting Vietnamese EFL Teachers’ Integration of ICT in English Language Teaching: A Qualitative Inquiry

Tóm tắt

This qualitative study scrutinizes common factors influencing ICT integration among university-level EFL teachers in a Vietnamese context. Drawing on semi-structured interviews with six instructors, this study identified four primary determinants: teachers’ attitudes toward ICT integration, digital literacy, technological infrastructure, and institutional support. While participants acknowledged ICT’s role in fostering interactive learning environments, barriers such as increased workload, insufficient training, and inconsistencies in technological resources often hindered adoption. Teachers with higher digital competence displayed greater confidence and flexibility in utilizing ICT, whereas those with limited proficiency reported hesitation and dependence on conventional methods. Furthermore, disparities in access to technological resources created significant obstacles to effective ICT implementation. Institutional support, particularly through professional development programs and technical assistance, emerges as a crucial enabler, yet inconsistencies in policy execution and resource allocation limited its effectiveness. These findings underscore the urgent need for targeted interventions that enhance teacher training, improve access to digital resources, and establish a sustainable support framework to facilitate ICT integration.