Information and communications technology (ICT) is increasingly used in teaching and learning English all over the world (Chambers & Bax, 2006; Chapelle, 2003; Chapelle, 2010; Chen, 2008; Davies, 2012; Davies & Hewer, 2012; Warschauer, 2004). In Vietnam it is fair to state that a favourable legal framework has been created to facilitate ICT integration in English language teaching (ELT) (MOET, 2007, 2008a, 2008b, 2008c). Multiple benefits of various ICT tools in education and ELT have been presented by lecturers in different parts of Vietnam (Dang, 2011; Dang, 2010; Materi & Fahy, 2004; Nguyen, 2011; Peeraer & Van Petegem, 2012). What really matters now is not about why to use ICT but how to use ICT effectively in ELT to improve teaching quality and learning achievement. Little can be found in the literature about factors affecting ICT use by Vietnamese ELT lecturers. This proposal presents part of the results of an empirical study on ICT use in foreign language teaching in Vietnamese higher education. The case study institution is Hanoi University, a flagship university in English teaching in Vietnam. Regarding the scope of this presentation, the selected sample size covers 116 ELT lecturers as survey participants, and 27 interviewees including university leaders, ICT experts and teaching staff. 2 Supported by the results of the data analysis and interpretation through the lenses of the unified theory of acceptance and use of technology (Venkatesh, Morris, & Davis, 2003), the presentation aims to provide an evidence-based insight and critical analysis of lecturers’ actual use of ICT in lesson preparation and classroom teaching, and the factors which may inhibit or facilitate their ICT uptake. Those factors exist at both institutional and individual level. We propose three suggestions: i) ICT guidelines which encompass vision, pedagogy and purpose of use should be developed and disseminated before ICT integration; ii) an ICT incentive regime should be put in place; and iii) ICT training should be teacher-centred and on-going. It is important to note that a better understanding of factors affecting the actual applications of ICT in ELT in Vietnam may help both senior leadership and academic staff to come up with an appropriate and evolving strategy for more effective ICT integration into ELT in the future. Keywords: Information and communications technology (ICT) integration, inhibiting factors, facilitating factors, English language teaching (ELT), Vietnamese higher education.
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First Teleconference on ICT in ELT in Vietnam, 23 September, 2012