Pixel International Conferences

Digital technology has significantly contributed to the shaping of an increasingly digitalised landscape of today’s English language teaching (ELT). Recently, Vietnam has experienced initial development in technology-supported language learning (TELL). With its National Foreign Language Project, the country aspires to fully change the face of ELT nationwide by the year 2020 through upskilling EFL teachers’ linguistic, pedagogical and technological competencies. Despite this favourable framework, no research surveying Vietnamese EFL teachers’ digital literacy professional development (DLPD) in the literature to date. This identified research gap was where the present study aimed to situate itself.

In this light, the study was conducted with a view to examining the professional needs and current practice of a group of Vietnamese EFL university lecturers in relation to DLPD. This single case study involved 12 one-to-one semi-structured interviews with seven teachers and five leaders and 12 classroom observation sessions with four of the teachers. It also employed document analysis and observation of these teachers’ use of technology for teaching purposes and DLPD.

The findings revealed positive attitudes and optimistic views that teachers and leaders held about the use of technology in ELT and the teachers’ DLPD. While the teachers’ technology uptake was found to be associated with to their prior learning and teaching experiences, it did not correlate with their positive attitudes and confidence in using technology. Nevertheless, the research also found that teachers’ insufficient DL threatened their sense of competence and put them under the pressure of being success role models for their students in technology application. This lack of confidence led to teachers’ technology anxiety, low uptake of technology in teaching practice and in addition, their reluctance or resistance to TELL.

The research also discovered major factors influencing teachers’ their DL practice and DLPD. The strongest enabler appeared to be teachers’ motivation which were found to be reliant on a number of factors mostly related to appraisals of various types, including sense of self-worth, official recognition, incentives, career advancement, improved working conditions, and other benefits. Key inhibitors to teachers’ instructional use of technology and DLPD included limited resources and time constraints, lack of guidelines, PD, technical and financial support.

Results of this study also showed teachers’ rather limited DL, which strongly affected their instruction and other related tasks including administration. Meanwhile, most teachers reported having unsatisfactory experiences in DLPD provision by their institution. Thus, teachers’ DLPD needs, expectations and suggestions by both teacher and leaders participants were identified. Drawing on this information, relevant implications and recommendations for better planning and implementation of future DLPD were put forward.