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22/06/2026
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Trích dẫn bài báo
Le, K. N., & Vo, P. T. N. (2026). Exploring Digital Technology Integration in a Teacher Education Program: EFL Pre-Service Teachers’ Perceptions and Practices. Tạp chí Khoa học Đại học Đồng Tháp, 15(03S), 257-274. https://doi.org/10.52714/dthu.sch.3510.1982
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Exploring Digital Technology Integration in a Teacher Education Program: EFL Pre-Service Teachers’ Perceptions and Practices
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Tóm tắt
Digital technology is considered a crucial tool in education. However, integrating it effectively in English classes remains a challenge. The study aims to explore the EFL pre-service teachers’ perceptions and practices of digital technology integration in a teacher education program under the TPACK framework. A qualitative design was employed, using semi-structured interviews with five groups of four EFL pre-service teachers at a university in the Mekong Delta. After that, classroom observations were conducted with six of these EFL pre-service teachers in their teaching practicum at two high schools. The findings indicate that the participants generally perceived digital technology as useful and expressed a moderate level of confidence in integrating it into their teaching. However, their digital integration in the real classroom context remained at a basic level and largely for presentation purposes, suggesting a gap between perceptions and actual practices. This study contributes to the development of a teacher education program for universities and promotes the quality of English teaching at universities in the Mekong Delta.
Từ khóa
Digital technology integration, EFL pre-service teachers, teacher education program, TPACK
Chi tiết bài viết
Bài báo này được cấp phép theo Creative Commons Attribution-NonCommercial 4.0 International License.
Tài liệu tham khảo
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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