Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University (Thái độ của giảng viên đối với việc sử dụng Công nghệ Thông tin và Truyền thông vào việc giảng dạy tiếng Anh tại một trường đại học ở Việt Nam)
BỘ BỘ GIÁO GIÁO DỤC DỤC VÀ VÀ ĐÀO ĐÀO TẠO TẠO TRƯỜNG ĐẠI HỌC HÀ NỘI TRƯỜNG ĐẠI HỌC HÀ NỘI LUẬN ÁN TIẾN SĨ LUẬN ÁN TIẾN SĨ THÁI ĐỘ CỦA GIẢNG VIÊN ĐỐI VỚI VIỆC SỬ DỤNG CÔNG NGHỆ THÔNG TIN VÀ TRUYỀN THÔNG VÀO THÁI ĐỘ CỦA GIẢNG VIÊN ĐỐI VỚI VIỆC SỬ DỤNG VIỆC GIẢNG DẠY TIẾNG ANH TẠI MỘT TRƯỜNG CÔNG NGHỆ THÔNG TIN VÀ TRUYỀN THÔNG VÀO ĐẠI HỌC Ở VIỆT NAM VIỆC GIẢNG DẠY TIẾNG ANH TẠI MỘT TRƯỜNG ĐẠI HỌC Ở VIỆT NAM TEACHERS’ ATTITUDES TOWARDS THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY TEACHERS’ ATTITUDES TOWARDS THE USE OF (ICT) IN TEACHING ENGLISH INFORMATION AND COMMUNICATION TECHNOLOGY AT A VIETNAMESE UNIVERSITY (ICT) IN TEACHING ENGLISH AT A VIETNAMESE UNIVERSITY Giáo viên hướng dẫn: PGS.TS Phạm Ngọc Thạch Giáo viên hướng dẫn:TS PGS.TS Phạm Đinh ThịNgọc BảoThạch Hương TS Đinh Thị Bảo Hương Nghiên cứu sinh: Trần Minh Thành Mã số học viên: 0137010002 Nghiên cứu sinh: Trần Minh Thành Chuyên ngành: Ngôn ngữ Anh Mã số học viên: 0137010002 Chuyên ngành: Ngôn ngữ Anh Hà Nội, năm 2023 Hà Nội, năm 2022 MINISTRY OF EDUCATION AND TRAINING HANOI UNIVERSITY TEACHERS’ ATTITUDES TOWARDS THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN TEACHING ENGLISH AT A VIETNAMESE UNIVERSITY Supervisors: Assoc Prof Dr Pham Ngoc Thach Dr Dinh Thi Bao Huong PhD student: Tran Minh Thanh Student code: 0137010002 Major: English Studies Hanoi, 2023 Declaration by author I, the undersigned, certify my authority of the dissertation entitled “Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University” in partial fulfillment of the requirements for the Doctor of Philosophy in English Studies This thesis contains no material that has been accepted for the award of any other degree or diploma by any university or other educational institutions, and it contains no material previously published or written by another person, to the best of my knowledge and belief, except where due reference is made in the text of the dissertation Tran Minh Thanh May, 2023 i Acknowledgments The completion of this study is credited to countless support and assistance from many people Without them, I could not afford to reap the fruit of this thesis Therefore, I would like to take this opportunity to express my sincere gratitude to all of them I wish to express my deepest and sincerest gratitude to my principal supervisor, Assoc Prof Dr Pham Ngoc Thach, for his dedicated supervision, invaluable guidance, detailed comments, practical suggestions, constructive feedback and continuous encouragement I especially owe many thanks to Dr Dinh Thi Bao Huong, my associate supervisor, for her generous assistance, invaluable encouragement, knowledgeable advice and continuous feedback She continually and persuasively conveyed to me a spirit of adventure regarding research and scholarship in applying ICT in teaching and learning English Also, I would like to express my sincere thanks to the Post-graduate Studies Department, Hanoi University and all the staff at the Department for their technical and administrative support of my study It is their kind help and support that has made my PhD journey a wonderful and memorable experience Without their precious support, conducting this research would have been impossible I am indebted to all the teachers who participated in this study For ethical reasons, I cannot provide their names here, but I am keen to express my great gratitude to all of them for their enthusiastic participation and cooperation, their interest in my study, and their acceptance of my survey and interviews I also wish to sincerely thank all my friends and colleagues at Windy University (a pseudo name for the research context) for their kind support and encouragement My special thanks go to Dr Robert Trevethan for his valuable assistance Finally, my wholehearted appreciation goes to my family for their full understanding, unconditional support, and sacrifices during the challenging times of this PhD journey ii TABLE OF CONTENTS Declaration by author i Acknowledgments ii List of Abbreviations vii List of Tables ix List of Figures xi Abstract xii CHAPTER INTRODUCTION 1.1 Background of the study 1.1.1 The use of information and communication technology in education in the world 1.1.2 The use of ICT in foreign language teaching in Vietnam 1.2 Rationale of the study 1.3 Study aims and research questions 10 1.4 Scope of the study .11 1.5 Significance of the study 11 1.6 Structure of the thesis 13 CHAPTER 2: LITERATURE REVIEW 15 2.1 Conceptualisation of key terms 15 2.1.1 Conceptualising ICT in teaching English 15 2.1.2 Conceptualising teacher’s attitudes towards the use of ICT in teaching English 17 2.2 Attitude measurements 20 2.3 Some popular models for exploring users’ attitudes towards using ICT 22 2.3.1 Technology Acceptance Model 23 2.3.2 The Unified Theory of Acceptance and Use of Technology 24 2.3.3 Diffusion of Innovations 25 2.4 The conceptual framework of the study 31 2.5 Teachers’ attitudes towards the use of ICT in teaching English 35 2.5.1 The roles of teachers’ attitudes towards the use of ICT in education 35 2.5.2 Previous studies on the use of ICT in teaching English at the tertiary level in Vietnam 37 iii 2.5.3 Prior research into EFL teachers’ attitudes towards the use of ICT in teaching English 40 2.5.4 The associations between factors influencing teachers’ attitudes and their attitudes towards the use of ICT in teaching English 46 2.6 Gaps in the previous studies 57 2.7 Summary of the chapter 59 CHAPTER 3: METHODOLOGY 60 3.1 The researcher’s worldview 60 3.2 Selection of research methodology 61 3.3 Research design 63 3.4 Research context 65 3.5 Participants and sampling strategies 67 3.5.1 Participants 67 3.5.2 Sampling strategies 68 3.6 Data collection instruments 70 3.6.1 Questionnaire 71 3.6.2 Semi-structured interviews 77 3.6.3 Reliability and validity of data collection instruments 79 3.7 Data collection procedures 81 3.7.1 Collecting data from the survey questionnaire 81 3.7.2 Collecting data from the semi-structured interviews 83 3.8 Data analysis 84 3.8.1 Quantitative data analysis 84 3.8.1.1 Factor Analysis (FA) and Principal Component Analysis 86 3.8.1.2 Verbal interpretation 90 3.8.1.3 Correlation analysis 91 3.8.1.4 Multiple Regression Analysis 92 3.8.2 Qualitative data analysis 93 3.8.2.1 Data coding and management 93 3.8.2.2 Data analysis 94 3.9 Research Quality 101 3.10 Ethical Considerations 104 CHAPTER 4: RESULTS AND DISCUSSION 106 iv 4.1 A summary of the main findings of the research study 106 4.2 Teachers’ attitudes towards the use of ICT in teaching English 108 4.2.1 Results from the Questionnaire 108 4.2.2 Results from the Semi-structured Interviews 116 4.2.3 Discussion 124 4.3 Teachers’ perceptions of factors influencing their attitudes towards the use of ICT in teaching English 125 4.3.1 Teachers’ Perceptions of Their Levels of ICT Competence 125 4.3.1.1 Results from the Questionnaire 125 4.3.1.2 Results from the Semi-structured Interviews 127 4.3.1.3 Discussion 129 4.3.2 Teachers’ Perceptions of the Attributes of ICT in Teaching English 130 4.3.2.1 Results from the Questionnaire 130 4.3.2.2 Results from the Semi-structured Interviews 141 4.3.2.3 Discussion 147 4.3.3 Teachers’ Perceptions of Their Levels of ICT Access 149 4.3.3.1 Results from the Questionnaire 149 4.3.3.2 Results from the Semi-structured Interviews 150 4.3.3.3 Discussion 151 4.3.4 Other factors influencing teachers’ attitudes towards the use of ICT in teaching English 152 4.3.4.1 Learners-related factors 152 4.3.4.2 Institutional policies 153 4.4 The associations between teachers’ attitudes towards the use of ICT in teaching English and the factors influencing these attitudes 155 4.4.1 A summary of participants’ characteristics 156 4.4.2 Teachers’ teaching methods 158 4.4.3 The Results from Questionnaire 158 4.4.4 The Results from Semi-structured Interviews 164 CHAPTER 5: CONCLUSION 178 5.1 Summary of the Findings 178 5.2 Contributions of the study 180 5.2.1 Contributions to the Theory 180 v 5.2.2 Contributions to the Methodology 182 5.2.3 Contributions to the Practice 182 5.3 Implications 183 5.3.1 For EFL tertiary teachers 183 5.3.2 For Learners 184 5.3.3 For Windy University Leaders and Policies-makers 184 5.3.4 For stakeholders in Educational Technology Development 185 5.4 Limitations and Suggestions for Future Research 185 5.5 Final remarks 187 LIST OF PUBLICATIONS 189 REFERENCES 190 APPENDICES 216 vi List of Abbreviations ABC: Affective, Behavioural and Cognitive Components BA: Bachelor of Arts CALL: Computer Assisted Language Learning EFA: Exploratory Factor Analysis EFL: English as a Foreign Language ESL: English as a Second Language GPA: Grade Point Average ICT: Information Technology and Communication Technology IT: Information Technology KMO: Kaiser-Meyer-Olkin (Test) LCMS: Learning Content Management System LMS: Learning Management System M: Mean score MA: Master of Arts MALL: Mobile Assisted Language Learning Max: Maximum Min: Minimum MOET: Ministry of Education and Training N: Number NFLP: National Foreign Language Project PAF Principal Axis Analysis PCA: Principal Components Analysis PEOU: Perceived Ease of Use PU: Perceived Usefulness r: Correlation Coefficient S.D: Standard Deviation SE: Standard Error Ins.: Institution TAM: Technology Acceptance Model vii TATT: Teachers’ Attitudes towards the Use of ICT in Teaching English TELL: Technology Enhanced Language Learning UNESCO: The United Nations Educational, Scientific and Cultural Organization UTAUT: The unified theory of acceptance and use of technology viii 15 According to the survey results, the 07 factors that you can see here have no influence on the attitude of teachers towards the use of ICT in teaching English Please comment on this result (a) gender (b) experience of attending ICT training courses (c) age (d) education level (MA, PhD, BA) (e) experience of teaching English (f) income (g) levels of ICT access 16 In your opinion, what more should Windy University and your institution to help teachers always have a positive attitude and improve their capacity to use ICT in teaching? 17 Do you have any other comments or questions about the use of ICT in teaching English? The interview ends here Thank you for sharing your comments 230 Appendix 4: Questions for Semi-structured Interviews (Vietnamese version) Lời mở đầu: Cảm ơn Thầy/ Cơ nhiều đồng hành tham gia vào nghiên cứu Tôi đồng ý tham gia vấn ngày hôm Cuộc vấn kéo dài khoảng Mục đích vấn tìm hiểu thơng tin thái độ Thầy/ Cô việc sử dụng CNTT&TT việc giảng dạy tiếng Anh Thầy/ Cô, đồng thời giải thích cho số kết nghiên cứu thu thập từ khảo sát trực tuyến trước Trong vấn khơng có câu trả lời sai Do đó, Thầy/ Cơ thoải mái thảo luận chia sẻ ý kiến Giá trị nghiên cứu phụ thuộc vào cởi mở, trung thực thẳng thắn câu trả lời Thầy/ Cô Câu trả lời Thầy/ Cô sử dụng cho mục đích nghiên cứu giữ bí mật tuyệt đối Cuộc vấn ghi lại với đồng ý Thầy/ Cơ; để phân tích số liệu vấn dễ dàng suôn sẻ, Thầy/ Cô cung cấp mã tên riêng Trước vấn bắt đầu, dành chút thời gian để Thầy/ Cơ nêu vấn đề mà Thầy/ Cơ cần hỏi (Dành thời gian cho câu hỏi sẵn sàng để ghi âm) Thầy/ Cơ có câu hỏi khơng ạ? Vâng Thầy/ Cơ khơng cịn/ có câu hỏi nào? Vậy Tôi xin phép bắt đầu Trước tiên Tôi muốn biết thêm số thông tin Thầy/ Cô, kinh nghiệm giảng dạy tiếng Anh Thầy/ Cô trước Đầu tiên Thầy/ Cô chia sẻ chút thân Thầy/ Cơ khơng ạ? Theo Thầy/ Cơ chia sẻ anh bắt đầu vào trường năm … không ạ? Như kinh nghiệm giảng dạy tiếng Anh Thầy/ Cơ tính đến … năm không ạ? Chủ đề: Nhận thức phát triển CNTT&TT ảnh hưởng đến sống cá nhân, gia đình xã hội Bây chuyển sang nội dung nói về CNTT&TT Thầy/ Cơ có nhận xét phát triển CNTT&TT Việt Nam? Sự phát triển CNTT&TT có ảnh hưởng tới sống cá nhân Thầy/ Cô? Sự phát triển CNTT&TT có ảnh hưởng đến sống người thân gia đình Thầy/ Cô? Theo Thầy/ Cô, phát triển CNTT&TT ảnh hưởng đến xã hội Việt Nam nói chung? 231 Chủ đề: Thái độ giảng viên sử dụng CNTT&TT giáo dục Theo Thầy/ Cô, CNTT&TT ảnh hưởng đến việc dạy học trường đại học Việt Nam? Thầy/ Cơ có nhận xét việc sử dụng CNTT&TT dạy học tiếng Anh Việt Nam nói chung? (Thực trạng, giai đoạn nào, kết quả, cách thức sử dụng…) Theo Thầy/ Cơ, CNTT&TT có ảnh hưởng đến việc dạy học tiếng Anh? Chủ đề: Tình hình sử dụng CNTT&TT sở giáo dục Thầy/ Cơ cho biết tình hình sử dụng CNTT&TT vào giảng dạy tiếng Anh Trường Thầy/ Cô không? (Bắt đầu nào? Cách thức triển khai thực hiện? Văn quy định? Cụ thể số thiết bị cụ thể?) Thầy/ Cơ chia sẻ chút việc sử dụng CNTT&TT vào công tác giảng dạy Thầy/ Cô không? (Bắt đầu nào? Mức độ thường xun? Mục đích làm gì? cảm nhận…) Chủ đề: Tác động yếu tố đến thái độ giảng viên 10 Nếu Thầy/ Cô cần sử dụng ứng dụng CNTT&TT việc giảng dạy mình, Thầy/ Cơ mong muốn ứng dụng nào? 11 Theo kết khảo sát, hầu hết giảng viên tiếng Anh Đại học Windy có thái độ tích cực việc sử dụng CNTT&TT vào giảng dạy Theo Thầy/ Cơ lý sao? 12 Cũng theo kết khảo sát, hầu hết giảng viên tiếng Anh thành thạo việc sử dụng CNTT&TT? Thầy/ Cơ có nhận xét kết này? 13 Xin Thầy/ Cơ vui lịng xếp thứ tự yếu tố ảnh hưởng tới thái độ Thầy/ Cô việc sử dụng CNTT& TT vào giảng dạy, theo thứ tự mức ảnh hưởng giảm dần từ đến a nhận thức Thầy/ Cô đặc điểm/thuộc tính CNTT&TT b lực CNTT&TT Thầy/ Cô c phương pháp giảng dạy Thầy/ Cô - Thầy/ Cơ giải thích Thầy/ Cơ cho ….… yếu tố có ảnh hưởng nhiều nhất? - Vì Thầy/ Cơ cho ….là yếu tố có ảnh hưởng nhất? 232 - Ngồi yếu tố trên, theo Thầy/ Cơ có yếu tố khác ảnh hưởng tới thái độ Thầy/ Cô việc sử dụng CNTT&TT việc giảng dạy Thầy/ Cơ khơng? (Vì sao?) 15 Theo kết khảo sát 07 yếu tố mà Thầy/ Cơ thấy tay khơng có ảnh hưởng tới thái độ giảng viên việc sử dụng CNTT&TT giảng dạy tiếng Anh Xin Thầy/ Cơ bình luận kết (a) giới tính (b) trải nghiệm tham gia lớp tập huấn CNTT&TT (c) độ tuổi (d) trình độ học vấn giảng viên (ThS, TS, CN) (e) thâm niên giảng dạy tiếng Anh (f) thu nhập giảng viên (g) Mức độ tiếp cận sử dụng CNTT&TT 16 Theo Thầy/ Cơ Nhà trường Đại học Windy cần làm để giúp giảng viên ln có thái độ tích cực nâng cao lực sử dụng CNTT&TT giảng dạy? 17 Thầy/ Cơ có bình luận câu hỏi khác việc sử dụng CNTT&TT giảng dạy tiếng Anh không? Buổi vấn đến kết thúc Xin cảm ơn chia sẻ Thầy/ Cô 233 Appendix 5: Explanatory Statement Project title: “Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University” Dear research participants, You are invited to participate in a research project being conducted by Hanoi University Please read this sheet carefully and be sure that you understand its contents before deciding whether to participate If you have any questions about the project, please ask one of the investigators My name is Tran Minh Thanh and I am conducting a research project with Assoc Prof Dr Pham Ngoc Thach and Dr Dinh Thi Bao Huong, two senior lecturers at Hanoi University towards a Doctor of Philosophy in English Language at Hanoi University In this research, my overall aim is to explore the teachers’ attitudes towards the use of Information and Communication Technology (ICT) and factors affecting their decision to use ICT in teaching English at Windy University I also wish that by conducting this research, we, EFL teachers can give some suggestions that the university administrators can take to further support teachers’ use of ICT to make their teaching more beneficial to the students I am seeking teachers of English who have used at least one kind of ICT such as videos, websites, or software in their teaching to share their experiences and ideas on this topic with me The study involves anonymous questionnaires Those who are voluntary will be invited to take part in audio-taped interviews which are expected to last about one hour each I would like to use the data that I will be collecting from you for my thesis and some possible publications To protect your privacy, with questionnaires, you will remain anonymous For interviews, I will code all data and use pseudonyms so that individuals are not identified Upon your request, I will provide you with the written transcription of questionnaires and the interview before I use it in my research and the data of the 234 study once it is finished Being in this study is completely voluntary - you are under no obligation to consent to participation If you decide to participate you may withdraw at any stage or avoid answering questions which you feel are too personal or intrusive I will keep the questionnaire, consent forms, transcripts, data and audio tapes in a confidential place at the Hanoi University for five years as required After five years, all records will be destroyed through the secured system at the Faculty If you are interested to participate, please contact me at 0979046855, or at 0915574863 or email me at tmthanh@ictu.edu.vn If you have any question, you can contact the first supervisor – Assoc Prof Dr Pham Ngoc Thach; Contact details: Room 201, Building A, Hanoi University; Email: thachpn@hanu.edu.vn; Phone: 0913.231.773 or my second supervisor – Dr Dinh Thi Bao Huong; Contact details: Room 211, Building C, Hanoi University; Email: huongdtb@hanu.edu.vn; Phone: 0904.568.480 Regards, Tran Minh Thanh 235 Appendix 6: Plain Language Statement for Questionnaire PARTICIPANT INFORMATION Project title: “Teachers’ Attitudes towards the Use of Information and Communication Technology (ICT) in Teaching English at a Vietnamese University” Investigators: First supervisor, Assoc Prof Dr Pham Ngoc Thach; Contact details: Room 201, Building A, Hanoi University; Email: thachpn@hanu.edu.vn; Phone: 0913.231.773 Second supervisor, Dr Dinh Thi Bao Huong; Contact details: Room 211, Building C, Hanoi University Email: huongdtb@hanu.edu.vn; Phone: 0904.568.480 PhD student, Tran Minh Thanh; Contact details: Room 207, Building C1, University of Information and Communication Technology; Phone: 0979.046.855; Email: tmthanh@ictu.edu.vn Dear Windy University EFL teachers, You are invited to participate in a research project being done by Hanoi University Please read this sheet carefully and be sure that you understand its contents before deciding whether to participate If you have any questions about the project, please ask one of the investigators Who is involved in this research project? Why is it being done? My name is Tran Minh Thanh and I am a full-time PhD student of the Faculty of Graduate Studies, Hanoi University I am working on this project as part of the Degree for Doctor of Philosophy in English language under the supervision of Assoc Prof Dr Pham Ngoc Thach and Dr Dinh Thi Bao Huong, senior lecturers in Hanoi University The project has been approved by Hanoi University in Decision No 559/QDDHHN on 23 April, 2020 Why have you been approached? You have been approached with this invitation because you are the EFL teacher at Windy University, who is the subject of this project 236 What is the project about? What are the questions being addressed? This project is a mixed methods study on the teachers’ attitudes towards the use of ICT and factors affecting their decision to use ICT in teaching English at Windy University The aims are to explore teachers’ current attitudes towards the use of ICT, to find out the factors that affect their decision to use ICT in teaching English and to seek recommendations so better supports can be provided to teachers to make their use of ICT more useful to students The project has three mains research questions: 1) What are the teachers’ attitudes towards the use of ICT in teaching English?; 2) What are the teachers’ perceptions of factors influencing their attitudes towards the use of ICT in teaching English?; and 3) What are the associations between teachers’ attitudes towards the use of ICT in teaching English and the factors influencing these attitudes? This study seeks the involvement of the EFL teachers from Windy University If you agree to participate, what will you need to do? If you agree to participate, you will need to complete a questionnaire It will take about 30 minutes to complete In completing the questionnaire, you are asked to tick the responses for close-ended items The questions will mainly focus on your attitudes towards the use of ICT and factors that affect your decision to use ICT in teaching English What are the possible risks or disadvantages? Taking part in this research study will pose no risks outside your day-to-day normal teaching practice to the best of my knowledge However, if you are highly concerned about your responses to any of the questionnaire items or if you find participation in the project distressing, you should contact the first supervisor Assoc Prof Dr Pham Ngoc Thach (contact details above) as soon as convenient Assoc Prof Dr Pham Ngoc Thach will discuss your concerns with you confidentially and suggest appropriate follow-up, if necessary What are the benefits associated with participation? 237 Participation in this project may be of benefit to you in the sense that you will have a chance to express your opinion and to seek supports from the administrators of the university to better use ICT in your teaching What will happen to the information provided? To protect your privacy, you will remain anonymous in the questionnaire The information will be strictly kept confidential in a secured place Any information that you provide can be disclosed only if (1) it is to protect you or others from harm, (2) a court order is produced, or (3) you provide the researchers with written permission The results of this research project will be disseminated in the PhD thesis and/or conference papers and journal articles The research data will be kept securely at Hanoi University for years after publication, before being destroyed What are the rights of a participant? Being in this study is completely voluntary; you are under no obligation to agree to participate If you decide to participate, you may withdraw at any stage or to avoid answering questions which you feel are too personal and intrusive Upon request, I will provide you with the written transcription of questionnaires for member-checking before I use it in my research and the data of the study once it is finished If you are not sure about any questions in the questionnaire, you can omit that question Contact details for any questions or concerns? If you have any questions about this project, please contact my supervisors Assoc Prof Dr Pham Ngoc Thach, Dr Dinh Thi Bao Huong or the PhD student, Tran Minh Thanh with the contact details above If you have any complaints about your participation in this project, please send your Letter of Complaints to one of us What are other ethical issues? There will be no foreseeable issue that you should be aware of before deciding to participate in this research project 238 Yours sincerely, Assoc Prof Dr Pham Ngoc Thach Dr Dinh Thi Bao Huong Tran Minh Thanh 239 Appendix 7: Codebook for Qualitative Data Analysis Themes Main themes Codes Contents/ Wording The cognitive component of teachers’ attitudes TATT.CC The positive impacts of ICT outweigh the negative impacts Felt needs to use ICT in teaching English Saving time and effort Enhancing students’ learning ICT makes a better university Concerns related to using ICT inappropriately PST>NGT NEED Subtheme SAVE LEARN UNI WOR Main TATT.AC theme TALK Subtheme SCARED COMFEEL Main TATT.BC theme UNWILL The affective component of teachers’ attitudes Liking to talk with others about ICT Being scared of using ICT Feeling comfortable when using ICT in teaching The behavioural component of teachers’ attitudes WILLnACT Subtheme GETnSTO FLEX Main theme TATT&FAC PoIATB RA CP CX OB TR Subtheme PoICOM NO.COM LIT.COM MOD.COM MUCH.COM PoIACC NO.AVAI.ACC AVAI.ACC Unwillingness to use ICT in teaching Willingness and activeness in making the best use of ICT in teaching High evaluation of the efficiency of getting information Voluntariness and flexibility in using ICT in teaching The associations between factors influencing teachers’ attitudes towards the use of ICT in teaching English and these attitudes Teachers’ perceptions of ICT attributes in teaching English Teachers’ perceptions of the relative advantage Teachers’ perceptions of the compatibility Teachers’ perceptions of the complexity Teachers’ perceptions of the observability Teachers’ perceptions of the trialability Teachers’ perceptions of their ICT competence levels No competence in using ICT Little competence in using ICT Moderate competence in using ICT Much competence in using ICT Teachers’ perceptions of their ICT access levels No available ICT access Available ICT access 240 RECOM.ACC Recommendation about ICT access ACC.NIL ICT access does not influence teachers’ attitudes ICT access has negligible influence on teachers’ ACC.MIN attitudes ICT access has an evident influence on teachers’ ACC.YES attitudes The association between teaching methods and TATT.MET teachers’ attitudes towards the use of ICT in teaching English and The association between teachers’ characteristics TATT.CRT and their attitudes towards the use of ICT in teaching English and Ranking the levels of impacts of factors FAC.RANK influencing teachers’ attitudes towards the use of ICT in teaching English Main New factors influencing teachers’ attitudes TATT.ADD.FAC theme towards the use of ICT in teaching English and TATT.LNR Learners-related factor TATT.SPP Surrounding people-related factor Subtheme TATT.BEN Benefit-related factor TATT.POL Policy-related factor 241 Appendix 8: A Summary of Main Themes and Codes of Techers’ Attitudes towards The Use of ICT in Teaching English I Techers’ Attitudes Towards the Use of ICT in Teaching English Code: Behavioural component of teachers’ attitudes High evaluation of the efficiency of getting information Willingness and activeness in making the best use of ICT in teaching Voluntariness and flexibility in using ICT Code: Cognitive component of teachers’ attitudes Time and effort saving Enhancement of students’ learning Felt needs to use ICT in teaching English Concerns related to using ICT Code: Affective component of teachers’ attitudes Favourable feelings about using ICT in their teaching practice II Teachers’ perceptions of factors influencing their attitudes towards the use of ICT in teaching English 2.1 Teachers’ Perceptions of their Levels of ICT Competence Code: Competence in using popular basic ICT applications Use a printer Operate a word processing program (e.g., Word) Operate a presentation program (e.g., PowerPoint) Use the Internet for communication (e.g., email & chatroom) Use the World Wide Web to access different types of information Adopt web-based applications such as Quizziz, Kahoot and Google Forms to create games or online tests Use mobiles, social networks, emails or video conferencing platforms Download and store information and materials Code: Scepticism about operating complicated tasks Cannot operate a graphics program (e.g., Photoshop) Can not use a learning management system (e.g., Google Classroom and Edmodo) effectively 2.2 Teachers’ Perceptions of the ICT Attributes in Teaching English 242 Code: The relative advantage of ICT in teaching English Increase in the quality of teaching and learning Efficiency in exploiting the online materials Reduction in teachers’ workload Code: The compatibility of using ICT in teaching English Fit with teachers’ needs Suitability with the students’ interests and ICT competence Code: The complexity of using ICT in teaching English Difficulty in using ICT in teaching English Ease to use ICT in teaching English Code: Trialability No force to use ICT without knowing how to use it No use of ICT in teaching without perceived ease of use No use of ICT in teaching without perceived usefulness Code: Observability Seeing many ICT applications at work Seeing ICT use as an effective learning tool worldwide Seeing ICT use as an educational tool Seeing some Windy University teachers use ICT for educational purposes Felt needs to practice using ICT before applying it in the classroom 2.3 Teachers’ Perceptions of their levels of ICT Access Code: Availability of ICT Access Frequent access to ICT at home Frequent access to ICT at my university (e.g., computer labs or library) Frequent access to ICT other places (e.g., internet café) 2.4 Other factors influencing teachers’ attitudes towards the use of ICT in teaching English Code: Learners-related factors Effect of students’ positive feedback on teachers’ ICT practice Effect of students’ attitudes and overt behaviours Effect of students’ ICT competence and preference Code: Institutional policies 243 Financial payments and awards policies Appropriate time allocation policies III The associations between teachers’ attitudes towards the use of ICT in teaching English and the factors influencing these attitudes Code: Teachers’ perceptions of ICT attributes in teaching English, their perceived levels of ICT competence, teaching methods and their attitudes towards using ICT in teaching English Confirmation of the influence of teachers’ perceptions of ICT attributes Confirmation of the influence of teachers’ perceptions of their perceived levels of ICT competence Confirmation of the influence of teachers’ perceptions of teaching methods Code: Teachers’ Attitudes Towards Using ICT in Teaching English and Their Characteristics Confirmation of the influence of gender Confirmation of the influence of age Confirmation of the influence of experience Confirmation of the influence of education level Confirmation of the influence of income Confirmation of the influence of ICT training 244