Investigating Junior High School Teachers' Perceptions and Practices of Using Information and Communication Technology in English Language Teaching

Tóm tắt

This study investigated junior high school teachers’ perceptions and practices of using information and communication technology (ICT) in English language teaching. The study employed a mixed-methods approach with an explanatory sequential design. Quantitative data were collected from 50 teachers of English through a survey questionnaire, while qualitative data were collected from 12 teachers via semi-structured interviews. The results revealed that teachers had positive perceptions of ICT and reported frequent technology use, particularly for lesson preparation, material design, presentation, multimedia, and classroom activities. However, ICT was used less often for online homework, feedback, assessment, and out-of-class activities. The main barriers included students’ uneven digital skills, unstable Internet connection, limited equipment, examination pressure, and the need for more practical training. The findings suggest that effective ICT integration requires not only positive teacher perceptions but also practical support conditions, appropriate training, and improved student access to digital resources.