Factors Affecting Secondary-School English Teachers' Adoption of Technologies in Southwest Vietnam

Abstract

This paper reports the findings of a comparative case study which investigates EFL secondary teachers’ perspectives regarding information and communication technology (ICT) adoption and integration in the context of English language teaching (ELT) in the Mekong Delta, Vietnam. The research questions set out to examine the current teaching practices with ICT and the factors influencing the teachers’ uptake of ICT. The participants were EFL teachers from secondary schools in two provinces: Dong Thap and Can Tho. Fifty participants completed the questionnaires, ten of whom contributed to semistructured interviews. In addition to findings about the influence of ICT infrastructure and facilities, indications are that school culture has significant impact. The implication is for policy makers and educational administrators to support and encourage staff to adopt and integrate ICT in their teaching practices and to be aware of possible drawbacks of using ICT in English language teaching.