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22/06/2026
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Lê, K. N., & Võ, P. T. N. (2026). Khám phá việc tích hợp công nghệ số trong chương trình đào tạo giáo viên: Nhận thức và thực tiễn của giáo sinh tiếng Anh. Dong Thap University Journal of Science, 15(03S), 257-274. https://doi.org/10.52714/dthu.sch.3510.1982
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Khám phá việc tích hợp công nghệ số trong chương trình đào tạo giáo viên: Nhận thức và thực tiễn của giáo sinh tiếng Anh
Main Article Content
Abstract
Công nghệ số được xem là công cụ đóng vai trò then chốt trong giáo dục. Tuy nhiên, việc tích hợp hiệu quả công nghệ này trong các lớp học tiếng Anh vẫn còn là một thách thức. Nghiên cứu này nhằm khám phá nhận thức và thực tiễn của giáo sinh tiếng Anh về việc tích hợp công nghệ số trong chương trình đào tạo giáo viên, dựa trên khung TPACK. Nghiên cứu sử dụng phương pháp định tính, với các cuộc phỏng vấn bán cấu trúc được thực hiện với năm nhóm, mỗi nhóm gồm bốn giáo sinh tiếng Anh tại một trường đại học ở Đồng bằng sông Cửu Long. Sau đó, quan sát lớp học được tiến hành với sáu giáo sinh trong số đó trong quá trình thực tập giảng dạy tại hai trường trung học phổ thông. Kết quả cho thấy giáo sinh tiếng Anh nhận thức tích cực về tính hữu ích của công nghệ số và có mức độ tự tin trung bình khi tích hợp công nghệ vào giảng dạy. Tuy nhiên, việc ứng dụng công nghệ trong bối cảnh lớp học thực tế vẫn còn ở mức cơ bản và chủ yếu phục vụ mục đích trình bày, cho thấy tồn tại khoảng cách giữa nhận thức và thực tiễn. Nghiên cứu này góp phần phát triển chương trình đào tạo giáo viên tại các trường đại học và nâng cao chất lượng giảng dạy tiếng Anh ở khu vực Đồng bằng sông Cửu Long.
Keywords
Chương trình đào tạo giáo viên, giáo sinh tiếng Anh, tích hợp công nghệ số, TPACK
Article Details
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References
Ali, A. D., & Waer, H. (2023). Integrating TPACK in a pre-service teachers' EFL course: Impacts on perception, knowledge, and practices. Australian Journal of Teacher Education (Online), 48(3), 66-94. https://files.eric.ed.gov/fulltext/EJ1416269.pdf
Arek-Bawa, O., & Reddy, S. (2025). Preparing pre-service teachers for teaching in the digital age. Athens Journal of Education, 12(1), 77-98. https://doi.org/10.30958/aje.12-1-5
Awidi, I. T., & Paynter, M. (2024). An evaluation of the impact of digital technology innovations on students’ learning: Participatory research using a student-centred approach. Technology, Knowledge and Learning, 29(1), 65-89. https://doi.org/10.1007/s10758-022-09619-5
Arocho, R., Knight, C., & Munk, R. (2023). Focus groups. Understanding Research Design in the Social Sciences.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Canbulat, G. (2022). A case study on the development of Turkish pre-service EFL teachers’ digital competence. [Master's thesis, Boğaziçi University]. YÖK Ulusal Tez Merkezi. https://hdl.handle.net/20.500.14908/16629
Creswell, J. W. (2021). A concise introduction to mixed methods research. SAGE Publications.
Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.
Do, M. H. (Ed.), & Pham, V. T. (2026). Phuong phap nghien cuu khoa hoc trong day - hoc ngoai ngu. Can Tho University Publishing House.
Giang, H. T. L. (2023). Pre-service EFL teachers’ perceptions of online community of inquiry in computer-mediated synchronous collaborative technology using Google Docs. VNU Journal of Foreign Studies, 39(2), 1-21. https://doi.org/10.63023/2525-2445/jfs.ulis.5075
Hung, L. N. Q. (2023). EFL teachers’ perceptions of digital transformation readiness: a case in a Vietnamese educational institution. European Journal of Open Education and E-learning Studies, 8(2). http://dx.doi.org/10.46827/ejoe.v8i2.4812
Jabu, B., & Asriati, A. (2024). Pre-service English teachers' perception of the use of digital technology to create English tests in language assessment. Klasikal: Journal of Education, Language Teaching and Science, 6(3), 744-759. https://doi.org/10.52208/klasikal.v6i3.1228
Johnston, K., Kervin, L., & Wyeth, P. (2022). Defining digital technology. Centre of Excellence for the Digital Child Blog. Available online: https://www. digitalchild. org. au/blog/defining-digital-technology/(accessed on 7 July 2022).
Jamal, A., Murad, T., & Muhammad, H. (2025). The necessity of digital tools for Israeli Arab EFL students: Benefits and challenges. English Language Teaching, 18(2), 1-31. https://doi.org/10.5539/elt.v18n2p31
Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2013). The technological pedagogical content knowledge framework for teachers and teacher educators. In ICT integrated teacher education: A resource book (pp. 1-7). Commonwealth Educational Media Centre for Asia.
Kumar, A., & Sharma, A. (2023). Observation method: A review study. Library Philosophy and Practice (e-journal), 7820, 1-14. https://digitalcommons.unl.edu/libphilprac/7820
Limbong, E., Setiawan, I., & Hamilton, A. (2024). Bridging the gap: The reality of digital technology integration by Indonesian pre-service EFL teachers. Script Journal: Journal of Linguistics and English Teaching, 9(1), 58-78. DOI:10.24903/sj.v9i1.1524
Lu, C., Lee, J. C.-K., & Gu, M. M. (2025). Integrating digital technologies into teaching: A study on pre-service language teachers’ perceptions and practice. Education and Information Technologies, 30(14), 19537-19557. DOI:10.1007/s10639-025-13511-x
Le, N., & Song, J. (2018). TPACK in a CALL course and its effect on Vietnamese pre-service EFL teachers. Asian EFL Journal, 9(1), 31-56. http://www.asian-efl-journal.com
Memon, M. A., Ramayah, T., Ting, H., & Cheah, J.-H. (2025). Convenience sampling: A review and guidelines for quantitative research. Journal of Applied Structural Equation Modeling, 9(2), 1–15. https://doi.org/10.47263/JASEM.9(2)01
National Innovation Center & USAID WISE. (2022, August 23). Workshop on improving digital skills and digital economy for the Mekong Delta. FundGo Network.
https://fundgo.network/en/activities/digital-skills-and-digital-economy-workshop-for-the-mekong-delta/
Nguyen, T. T. H. (2021). Implementing digital techniques to stimulate EFL students’ engagement: A case study in Vietnam. International Journal of TESOL & Education, 1(3), 105-129. DOI:10.11250/ijte.01.03.007
Nguyen, V. L. (2021). Technological pedagogical and content knowledge in foreign language teaching: A literature review. CTU Journal of Science, 57(1), 186-195. https://doi.org/10.22144/ctu.jvn.2021.024
Nasution, F., Nasution, L. E., & Rangkuti, A. R. (2025). Using Technology in Teaching English Language: Perceptions of Teachers and Students. Journal of Information System and Education Development, 3(2), 1-4. https://doi.org/10.62386/jised.v3i2.129
Olphen, M. V. (2008). TPACK: An integrated framework for educating world language teachers. In AACTE (Ed.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (Vol. I, pp. 107-128). New York: Routledge.
Panagou, D., Stylos, G., & Kotsis, K. (2025). Exploring pre-service teachers’ perspectives on integrating artificial intelligence in education. Journal of Digital Educational Technology, 5(2). https://doi.org/10.30935/jdet/17297
Prime Minister of Vietnam. (2022, January 25). Decision No. 131/QĐ-TTg approving the program to enhance the application of information technology and digital transformation in education and training for the period 2022–2025, with orientation toward 2030. https://vanban.chinhphu.vn/?pageid=27160&docid=205236&classid=0
Parveen, D. S., & Ramzan, S. I. (2024). The role of digital technologies in education: Benefits and challenges. Int. Res. J. Adv. Eng. Manag, 2(06), 2029-2037. https://doi.org/10.47392/IRJAEM.2024.0299
Pham, T. S., & Nguyen, L. N. Q. (2025). Perceptions of pre-service kindergarten teachers on using ChatGPT to support English learning: A mixed-methods study in Vietnam. International Journal of AI in Language Education, 2(3), 40-56. DOI:10.54855/ijaile.25233
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K.(2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-y
Richards, K. (2003). Qualitative inquiry in TESOL. Springer.
Rahimi, R., & Pourshahbaz, S. (2019). English as a foreign language teachers' TPACK: emerging research and opportunities. Hershey, PA: IGI Global. DOI: 10.4018/978-1-5225-6267-2
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. DOI:10.1080/15391523.2009.10782544
Stojković, N. (2018). Positioning English for specific purposes in an English language teaching context. Vernon Press.
Suwarni, A., & Natsir, N. (2025). Technology integration in English language teaching: Analysis of teachers' perceptions and practices in the digital era. International Journal of Studies in International Education, 2(3), 50-67. DOI:10.62951/ijsie.v2i3.367
Trepper, K., Boardman, A., & Garcia, A. (2022). Shifting pedagogy, shifting practice: teachers’ perceptions of project-based learning in English language arts. English Teaching: Practice & Critique, 21(4), 469-482. https://doi.org/10.1108/ETPC-12-2021-0150
Taylor, M., Fudge, A., Mirriahi, N., & de Laat, M. (2021). Use of digital technology in education: Literature review. South Australian Department for Education on behalf of The Centre for Change and Complexity in Learning, The University of South Australia. https://share.google/FdnwJtZEXgg5NLc1u
The University. (2022). Undergraduate education program: English Language Teacher Education.
Vo, P. T. N. (2019). An investigation of ICT policy implementation in an EFL teacher education program in Vietnam. Edith Cowan University. https://ro.ecu.edu.au/theses/2250
Vo, T. K. A., Pang, V., & Wah, L. K. (2020). Evaluating Vietnam's pre-service English teacher education program for technology integration in education. Computer-Assisted Language Learning Electronic Journal, 21(3), 8-22. https://callej.org/index.php/journal/article/view/308
Vo, T. K. C. (2023). Application of digital technology in English teaching in the 4.0 era at University of Finance and Marketing. Journal of Educational Equipment: Applied Research, 2(301). https://share.google/xPZP61ztLxxDtnSOh
Wang, W., Schmidt-Crawford, D., & Jin, Y. (2018). Preservice teachers' TPACK development: A review of literature. Journal of Digital Learning in Teacher Education, 34(4), 234-258. DOI:10.1080/21532974.2018.1498039
Wragg, T. (2011). An introduction to classroom observation (Classic edition). Routledge.
Arek-Bawa, O., & Reddy, S. (2025). Preparing pre-service teachers for teaching in the digital age. Athens Journal of Education, 12(1), 77-98. https://doi.org/10.30958/aje.12-1-5
Awidi, I. T., & Paynter, M. (2024). An evaluation of the impact of digital technology innovations on students’ learning: Participatory research using a student-centred approach. Technology, Knowledge and Learning, 29(1), 65-89. https://doi.org/10.1007/s10758-022-09619-5
Arocho, R., Knight, C., & Munk, R. (2023). Focus groups. Understanding Research Design in the Social Sciences.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Canbulat, G. (2022). A case study on the development of Turkish pre-service EFL teachers’ digital competence. [Master's thesis, Boğaziçi University]. YÖK Ulusal Tez Merkezi. https://hdl.handle.net/20.500.14908/16629
Creswell, J. W. (2021). A concise introduction to mixed methods research. SAGE Publications.
Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.
Do, M. H. (Ed.), & Pham, V. T. (2026). Phuong phap nghien cuu khoa hoc trong day - hoc ngoai ngu. Can Tho University Publishing House.
Giang, H. T. L. (2023). Pre-service EFL teachers’ perceptions of online community of inquiry in computer-mediated synchronous collaborative technology using Google Docs. VNU Journal of Foreign Studies, 39(2), 1-21. https://doi.org/10.63023/2525-2445/jfs.ulis.5075
Hung, L. N. Q. (2023). EFL teachers’ perceptions of digital transformation readiness: a case in a Vietnamese educational institution. European Journal of Open Education and E-learning Studies, 8(2). http://dx.doi.org/10.46827/ejoe.v8i2.4812
Jabu, B., & Asriati, A. (2024). Pre-service English teachers' perception of the use of digital technology to create English tests in language assessment. Klasikal: Journal of Education, Language Teaching and Science, 6(3), 744-759. https://doi.org/10.52208/klasikal.v6i3.1228
Johnston, K., Kervin, L., & Wyeth, P. (2022). Defining digital technology. Centre of Excellence for the Digital Child Blog. Available online: https://www. digitalchild. org. au/blog/defining-digital-technology/(accessed on 7 July 2022).
Jamal, A., Murad, T., & Muhammad, H. (2025). The necessity of digital tools for Israeli Arab EFL students: Benefits and challenges. English Language Teaching, 18(2), 1-31. https://doi.org/10.5539/elt.v18n2p31
Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2013). The technological pedagogical content knowledge framework for teachers and teacher educators. In ICT integrated teacher education: A resource book (pp. 1-7). Commonwealth Educational Media Centre for Asia.
Kumar, A., & Sharma, A. (2023). Observation method: A review study. Library Philosophy and Practice (e-journal), 7820, 1-14. https://digitalcommons.unl.edu/libphilprac/7820
Limbong, E., Setiawan, I., & Hamilton, A. (2024). Bridging the gap: The reality of digital technology integration by Indonesian pre-service EFL teachers. Script Journal: Journal of Linguistics and English Teaching, 9(1), 58-78. DOI:10.24903/sj.v9i1.1524
Lu, C., Lee, J. C.-K., & Gu, M. M. (2025). Integrating digital technologies into teaching: A study on pre-service language teachers’ perceptions and practice. Education and Information Technologies, 30(14), 19537-19557. DOI:10.1007/s10639-025-13511-x
Le, N., & Song, J. (2018). TPACK in a CALL course and its effect on Vietnamese pre-service EFL teachers. Asian EFL Journal, 9(1), 31-56. http://www.asian-efl-journal.com
Memon, M. A., Ramayah, T., Ting, H., & Cheah, J.-H. (2025). Convenience sampling: A review and guidelines for quantitative research. Journal of Applied Structural Equation Modeling, 9(2), 1–15. https://doi.org/10.47263/JASEM.9(2)01
National Innovation Center & USAID WISE. (2022, August 23). Workshop on improving digital skills and digital economy for the Mekong Delta. FundGo Network.
https://fundgo.network/en/activities/digital-skills-and-digital-economy-workshop-for-the-mekong-delta/
Nguyen, T. T. H. (2021). Implementing digital techniques to stimulate EFL students’ engagement: A case study in Vietnam. International Journal of TESOL & Education, 1(3), 105-129. DOI:10.11250/ijte.01.03.007
Nguyen, V. L. (2021). Technological pedagogical and content knowledge in foreign language teaching: A literature review. CTU Journal of Science, 57(1), 186-195. https://doi.org/10.22144/ctu.jvn.2021.024
Nasution, F., Nasution, L. E., & Rangkuti, A. R. (2025). Using Technology in Teaching English Language: Perceptions of Teachers and Students. Journal of Information System and Education Development, 3(2), 1-4. https://doi.org/10.62386/jised.v3i2.129
Olphen, M. V. (2008). TPACK: An integrated framework for educating world language teachers. In AACTE (Ed.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (Vol. I, pp. 107-128). New York: Routledge.
Panagou, D., Stylos, G., & Kotsis, K. (2025). Exploring pre-service teachers’ perspectives on integrating artificial intelligence in education. Journal of Digital Educational Technology, 5(2). https://doi.org/10.30935/jdet/17297
Prime Minister of Vietnam. (2022, January 25). Decision No. 131/QĐ-TTg approving the program to enhance the application of information technology and digital transformation in education and training for the period 2022–2025, with orientation toward 2030. https://vanban.chinhphu.vn/?pageid=27160&docid=205236&classid=0
Parveen, D. S., & Ramzan, S. I. (2024). The role of digital technologies in education: Benefits and challenges. Int. Res. J. Adv. Eng. Manag, 2(06), 2029-2037. https://doi.org/10.47392/IRJAEM.2024.0299
Pham, T. S., & Nguyen, L. N. Q. (2025). Perceptions of pre-service kindergarten teachers on using ChatGPT to support English learning: A mixed-methods study in Vietnam. International Journal of AI in Language Education, 2(3), 40-56. DOI:10.54855/ijaile.25233
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K.(2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-y
Richards, K. (2003). Qualitative inquiry in TESOL. Springer.
Rahimi, R., & Pourshahbaz, S. (2019). English as a foreign language teachers' TPACK: emerging research and opportunities. Hershey, PA: IGI Global. DOI: 10.4018/978-1-5225-6267-2
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. DOI:10.1080/15391523.2009.10782544
Stojković, N. (2018). Positioning English for specific purposes in an English language teaching context. Vernon Press.
Suwarni, A., & Natsir, N. (2025). Technology integration in English language teaching: Analysis of teachers' perceptions and practices in the digital era. International Journal of Studies in International Education, 2(3), 50-67. DOI:10.62951/ijsie.v2i3.367
Trepper, K., Boardman, A., & Garcia, A. (2022). Shifting pedagogy, shifting practice: teachers’ perceptions of project-based learning in English language arts. English Teaching: Practice & Critique, 21(4), 469-482. https://doi.org/10.1108/ETPC-12-2021-0150
Taylor, M., Fudge, A., Mirriahi, N., & de Laat, M. (2021). Use of digital technology in education: Literature review. South Australian Department for Education on behalf of The Centre for Change and Complexity in Learning, The University of South Australia. https://share.google/FdnwJtZEXgg5NLc1u
The University. (2022). Undergraduate education program: English Language Teacher Education.
Vo, P. T. N. (2019). An investigation of ICT policy implementation in an EFL teacher education program in Vietnam. Edith Cowan University. https://ro.ecu.edu.au/theses/2250
Vo, T. K. A., Pang, V., & Wah, L. K. (2020). Evaluating Vietnam's pre-service English teacher education program for technology integration in education. Computer-Assisted Language Learning Electronic Journal, 21(3), 8-22. https://callej.org/index.php/journal/article/view/308
Vo, T. K. C. (2023). Application of digital technology in English teaching in the 4.0 era at University of Finance and Marketing. Journal of Educational Equipment: Applied Research, 2(301). https://share.google/xPZP61ztLxxDtnSOh
Wang, W., Schmidt-Crawford, D., & Jin, Y. (2018). Preservice teachers' TPACK development: A review of literature. Journal of Digital Learning in Teacher Education, 34(4), 234-258. DOI:10.1080/21532974.2018.1498039
Wragg, T. (2011). An introduction to classroom observation (Classic edition). Routledge.
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