Nghiên cứu kiến thức nội dung sư phạm và công nghệ tpack và ứng dụng công nghệ trong giảng dạy của sinh viên sư phạm tiếng anh

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES FACULTY OF ENGLISH NGUYEN THUC NHI EXPLORING PRE-SERVICE EFL TEACHERS' TPACK AND TECHNOLOGICAL INTEGRATION INTO TEACHING PRACTICE GRADUATION THESIS SUPERVISOR: NGUYEN NGOC BAO CHAU, M.A Hue, Academic year: 2017 - 2021 STATEMENT OF AUTHORSHIP I hereby declare that the results obtained in this thesis are my own work and not plagiarized from others All references are duly cited Hue City, 17th April 2021 Investigator ACKNOWLEDGEMENT First, I would like to express my best gratitude to my supervisor – M.A Nguyen Ngoc Bao Chau for her great assistance and invaluable suggestions Without her help, this thesis could not be successfully done Secondly, I would like to send my sincere gratitude to all of the research participants – 30 students of the Faculty of English at the University of Foreign Languages, Hue University, who spent their time participating in my research Their contributions are valuable and constructive to this study Thirdly, I am deeply grateful to my family members who have always been right beside me to support me throughout the conducting time of my research Fourthly, I would also like to extend my appreciation to my friends for helping me with my data processing and encouraging me whenever I call for help Fifthly, I am so thankful to the Faculty of English at University of Foreign Languages, Hue University for giving me a great opportunity to carry out this graduation thesis which contributes significantly to my academic life Finally, my thanks go to all the people who have supported me to complete the research work directly or indirectly BÁO CÁO TÓM TẮT Tên đề tài: Nghiên cứu kiến thức nội dung sư phạm công nghệ (TPACK) ứng dụng công nghệ giảng dạy sinh viên sư phạm tiếng Anh Người thực hiện: Nguyễn Thục Nhi Số điện thoại liên lạc: 0888540896 Email: thucnhinguyen24081999@gmail.com Cơ quan chủ trì đề tài: Trường Đại học Ngoại ngữ, Đại học Huế Mục tiêu ● Mục tiêu tổng quát: Nghiên cứu kiến thức nội dung sư phạm công nghệ (TPACK) ứng dụng công nghệ giảng dạy sinh viên sư phạm tiếng Anh, từ đưa số đề xuất cho việc đào tạo sinh viên sư phạm tương lai ● Mục tiêu cụ thể: Nghiên cứu sinh viên sư phạm Tiếng Anh Trường Đại học Ngoại ngữ, Đại học Huế tự đánh giá TPACK họ Nghiên cứu cách sinh viên sư phạm Tiếng Anh Trường Đại học Ngoại ngữ, Đại học Huế tích hợp cơng nghệ vào giảng dạy họ Nội dung Một bảng câu hỏi TPACK xây dựng để tìm hiểu xem 30 sinh viên sư phạm Tiếng Anh Trường Đại học Ngoại ngữ, Đại học Huế tự đánh giá TPACK họ Sau đó, năm sinh viên chọn ngẫu nhiên để tham gia vào vấn bán cấu trúc với mục đích khám phá cách họ tích hợp cơng nghệ vào thực tiễn giảng dạy Các thông tin liệu từ bảng câu hỏi vấn phân tích kỹ lưỡng Sau đó, nhóm nghiên cứu tiến hành phân tích liệu dựa ghi âm để tìm khuynh hướng chung so sánh với liệu định lượng thu Kết đạt Kết từ bảng câu hỏi vấn cho thấy nhìn chung, sinh viên sư phạm Tiếng Anh Trường Đại học Ngoại ngữ, Đại học Huế nhìn chung hài lịng với TPACK họ Kiến thức Công nghệ (TK), Kiến thức Nội dung (CK), Kiến thức Nội dung Công nghệ (TCK) Kiến thức Sư phạm Công nghệ (TPK) bốn lĩnh vực mà sinh viên sư phạm cảm thấy tự tin nhất, đặc biệt với TPK Ngược lại, người tham gia tỏ không chắn Kiến thức Sư phạm (PK), Kiến thức Nội dung Sư phạm (PCK) Kiến thức Nội dung Sư phạm Công nghệ (TPACK) họ, PK ENGLISH SUMMARY Project title: Exploring pre-service EFL teachers' TPACK and technological integration into teaching practice Code: T2020-281-GD-NN Investigator: Nguyen Thuc Nhi Telephone: 0888540896 Email: thucnhinguyen24081999@gmail.com Host Institution: University of Foreign Languages, Hue University Objectives ● General objective: Research on pre-service EFL teachers' TPACK and technological integration into teaching practice, from which to make some suggestions for future pre-service teacher training ● Specific objectives: Survey on how pre-service EFL teachers at University of Foreign Languages, Hue University assess their TPACK Survey on how pre-service EFL teachers at University of Foreign Languages, Hue University integrate technology into their teaching Main Contents A TPACK questionnaire was built to investigate how 30 pre-service EFL teachers at University of Foreign Languages, Hue University assess their TPACK Then, five students were selected randomly to participate in semi-structured interviews with an aim to explore how they integrate technology into their teaching The information and data from questionnaires and interviews were carefully analyzed After that, the research team conducted data analysis based on the recordings to find the recurring themes and compare them with the quantitative data obtained Key findings Results from the questionnaire and interview suggest that in general, pre-service EFL teachers at University of Foreign Languages, Hue University were satisfied with their total TPACK TC, CK, TCK, and TPK are the four domains that these pre-service teachers felt confident the most TPK was ranked the highest In contrast, the participants show uncertainty towards their PK, PCK, and TPACK In particular, they feel the least confident with their PK TABLE OF CONTENTS STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENT BÁO CÁO TÓM TẮT ENGLISH SUMMARY TABLE OF CONTENTS LIST OF TABLES LIST OF ABBREVIATIONS 11 CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Objectives 1.3 Methodology 1.4 Significance 1.5 Structure 12 12 14 14 14 14 CHAPTER 2: LITERATURE REVIEW 2.1 Technology in language teaching and learning 2.1.1 Educational technology in language teaching 2.1.2 Frameworks for technological integration in teaching 2.2 TPACK framework 2.2.1 Theoretical basis 2.2.2 Domain definitions 2.2.3 The advantages and disadvantages of the TPACK framework 2.3 Language teachers’ TPACK 2.4 Assessing language teachers’ TPACK 2.5 The current study 16 16 16 18 20 20 21 24 25 25 27 CHAPTER 3: METHODOLOGY 3.1 Subjects 3.2 Instruments 3.3 Procedure 3.4 Data analysis 28 28 28 30 30 CHAPTER 4: FINDINGS AND DISCUSSIONS 31 4.1 Technological Knowledge (TK) 4.2 Content Knowledge (CK) 4.3 Pedagogical Knowledge (PK) 4.4 Pedagogical Content Knowledge (PCK) 4.5 Technological Content Knowledge (TCK) 4.6 Technological Pedagogical Knowledge (TPK) 4.7 Technological Pedagogical and Content Knowledge (TPACK) 31 34 37 39 42 44 47 CHAPTER 5: CONCLUSION 5.1 Conclusion 5.2 Implications 5.3 Limitations and Suggestions 51 51 52 53 REFERENCES 54 APPENDICES Appendix 1: Questionnaire Appendix 2: Interview Questions 60 60 63 LIST OF TABLES Page Table 1: The mean score of the Cluster Technological Knowledge 31 Table 2: Summary of students’ responses to each statement of the Cluster Technological Knowledge Table 3: The mean score of the Cluster Content Knowledge Table 4: Summary of students’ responses to each statement of the Cluster Content Knowledge Table 5: The mean score of the Cluster Pedagogical Knowledge Table 6: Summary of students’ responses to each statement of the Cluster Pedagogical Knowledge Table 7: The mean score of the Cluster Pedagogical Content Knowledge Table 8: Summary of students’ responses to each statement of the Cluster Pedagogical Content Knowledge Table 9: The mean score of the Cluster Technological Content Knowledge Table 10: Summary of students’ responses to each statement of the Cluster Technological Content Knowledge Table 11: The mean score of the Cluster Technological Pedagogical Knowledge Although TPACK was reported to be the weakest domain for both pre-service and in-service teachers (Yousefifard, 2019; Koh & Divaharan, 2011), in general, five out of six items received positive perspectives from these pre-service teachers Their responses towards Statement 24, 13, 3, & 20 all followed the same pattern Their mean scores were at M=3.93 or more Therefore, it can be concluded that participants were confident with their ability to use various technologies and pedagogical approaches in teaching, to utilize collaboration tools to support students, to use Web 2.0 tools to develop students’ language skills, and to support their own professional development by using technological tools and resources Especially, in terms of professional development, many technological platforms related were suggested by interviewees For example, Google Drive was recommended by a participant as a cloud memory to keep a record of all her lesson plans and materials, so she could self-reflect later Besides, Google Scholar or Academia were also mentioned as official research resources for teachers to cultivate their teaching knowledge One respondent also talked about Coursera, an open platform providing a variety of courses, as a way to enrich her knowledge about different subjects Another striking point is that although using technological tools to promote students’ collaboration is one of the biggest obstacles that pre-service teachers deal with, they seem to be more confident with using these tools to support their students’ learning For instance, Padlet, Kahoot!, and Google applications such as Google Docs or Google Slides were mentioned in the interview as effective tools to facilitate the learning process Nevertheless, the participants seemed to be concerned the most with their ability to address the obstacles students may face when learning the lesson's content, then use suitable technologies to assist them Its mean score was the lowest among this cluster (M=3.63) The ability to find out the difficulties students may face is closely related to pedagogy However, the participants might feel uncertain about this skill 49 due to the lack of real-life teaching experiences Therefore, more emphasis on training pedagogical skills for pre-service teachers may help them further improve this aspect, then develop their TPACK more well-roundedly 50 CHAPTER 5: CONCLUSION 5.1 Conclusion Technology undoubtedly plays a vital role in education Compared to other frameworks, TPACK has been proved to be useful in assessing how well teachers can apply technology into their teaching practice Nevertheless, in the context of University of Foreign Languages, Hue University, research in the same field remains limited With an aim to investigate how pre-service EFL teachers at University of Foreign Languages, Hue University perceive their TPACK, as well as how they integrate technology into their teaching, the study “Exploring pre-service EFL teachers' TPACK and technological integration into teaching practice” was conducted 30 pre-service EFL teachers at University of Foreign Languages, Hue University were asked to complete questionnaires In addition, students were selected randomly to participate in semi-structured interviews The information and data from questionnaires and interviews were carefully analyzed From these data, it can be concluded that pre-service EFL teachers at University of Foreign Languages, Hue University were satisfied with their total TPACK TC, CK, TCK, and TPK are the four domains that these pre-service teachers felt confident the most Especially, TPK was ranked the highest These findings imply that pre-service teachers perceive themselves to be proficient in using technological tools as well as applying them into teaching Nevertheless, in each domain, there are aspects that need to receive more attention In particular, in terms of TK, the statistics put forward the necessity of more training on diagnosing and troubleshooting common computer problems As for their CK, the pre-service teachers did not show their awareness towards developing knowledge related to teaching contents In the TCK and TPK cluster, the data also reveals their problem of using collaboration tools to enhance students’ cooperation Using technological tools for assessment is also a noteworthy issue in the TPK cluster 51 In contrast, the participants show uncertainty towards their PK, PCK, and TPACK In particular, they feel the least confident with their PC In particular, in terms of PK, the respondents seem to be more uncertain about their ability to collaborate with school stakeholders and to support students’ learning according to their conditions With regards to PCK, the questionnaire data showed uncertainty towards acknowledging misconceptions about teaching contents and using suitable assessment strategies, while the interview information raised a concern about how pre-service teachers modify tasks to suit the nature of the target learners These results indicate that their lack of pedagogical experiences may be the reason for their incomplete TPACK, especially the ability to address the obstacles when learning the lesson's content and find suitable technologies to assist students 5.2 Implications From the findings, this research reveals that TPACK is a suitable framework for pre-service teachers at University of Foreign Languages, Hue University to self-assess their technological integration into teaching Through the survey, the researcher can investigate to what extent these pre-service teachers can apply technology to their teaching practice Therefore, this framework can be used in future research as a useful tool to assess the ability to integrate technology into teaching practice Moreover, the findings of this research also have implications for pre-service teachers’ training in general, and for teaching the Technology in Language Teaching course in particular In detail, training on diagnosing and troubleshooting common computer problems, collaboration tools, and technological tools for assessment should receive more attention Moreover, the awareness of developing knowledge related to teaching content should be raised among pre-service teachers In addition, the results of the research also indicate the need for more intensive training on pedagogical knowledge to achieve a complete TPACK 52 5.3 Limitations and Suggestions Due to the limited time, there were only 30 pre-service teachers participating in the survey Therefore, the obtained results may not accurately reflect the perspectives of the majority of 4th-year EFL pedagogical students at University of Foreign Languages, Hue University in their TPACK self-evaluation Based on the database, future studies should include an expansion in the number of study participants to obtain more objective and comprehensive results Moreover, this study only focuses on pre-service teacher’s self-reported perceptions of their TPACK and technological integration in teaching Therefore, the results might not absolutely reflect their real teaching practice For example, in terms of developing knowledge related to teaching contents, there were certain discrepancies in responses from the interview compared to questionnaire data Future studies should address this issue by including more research instruments (e.g classroom observations) to triangulate data 53 REFERENCES Archambault, L M., & Barnett, J H (2010) Revisiting technological pedagogical content knowledge: Exploring the TPACK framework Computers & Education, 55, 1656-1662 Archambault, L M., & Barnett, J H (2010) Revisiting technological pedagogical content knowledge: Exploring the TPACK framework Computers & Education, 55, 1656-1662 Baser, D., Kopcha, T & Ozden, M (2015) Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language Computer Assisted Language Learning, 29, 1-16 Baser, D., Kopcha, T & Ozden, M (2015) Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language Computer Assisted Language Learning, 29, 1-16 Beatty, K (2003) Teaching and Researching Computer-Assisted Language Learning London: Pearson Education Limited Butler-Pascoe, M E (2011) The History of CALL: The Intertwining Paths of Technology and Second/ Foreign Language Teaching International Journal of Compter-Assisted Language Learning and Teaching, 1(1), 16–32 Chai, C., Koh, J., & Tsai, C.-C (2010) Facilitating preservice teachers' development of technological, Chapelle, C A (2001) Computer applications in second language acquisition Cambridge: Cambridge University Press Cohen, D., & Crabtree, B (2006) Qualitative Research Guidelines Project Costley, K C (2014) The Positive Effects of Technology on Teaching and Student learning Cox, S (2008) A conceptual analysis of technological pedagogical content knowledge Brigham Young University, Utah 54 Davies, G (2012) Computer Assisted Language Learning: Where Are We Now and Where Are We Going? Debbagh, M., & Jones, W M (2015) Using the TPACK framework to examine technology integration in English language teaching Chesapeake, VA: Association for the Advancement of Computing in Education (AACE) Desjardins, F & Peters, M (2007) Single-course approach versus a program approach to develop technological competence in preservice language teachers In M Kassen, R Lavine, K., Murphy-Judy, & M Peters, (Eds.), Preparing and Developing Technology-Proficient L2 Teachers (pp 265–294) San Marcos, TX: Calico Dikkartin Ovez, F.T., & Akyuz, G (2013) Modelling technological pedagogical content knowledge constructs of preservice elementary mathematics teachers Egitim Ve Bilim-Education and Science, 38(170), 321–334 Egbert, J., Omran, A., Leslie, H., & Lee, H G (2011) Moving Forward: Anecdotes and Evidence Guiding the Next Generation of CALL International Journal of Compter-Assisted Language Learning and Teaching, 1(1), 1–15 Fathi, J & Yousefifard, S (2019) Assessing Language Teachers’ Technological Pedagogical Content Knowledge (TPACK): EFL Students’ Perspectives Research in English Language Pedagogy, 7(2), 255-282 Garrett, N (2009) Computer-Assisted Language Learning Trends and Issues Revisited: Integrating Innovation The Modern Language Journal, 93, 719–740 Graham, C R., Burgoyne, N., Cantrell, P., Smith, L., St Clair, L.& Harris, R (2009) TPACK Development in Science Teaching: Measuring the Confidence of Inservice Science Teachers TechTrends, 53(5), 70–79 Graham, C.R (2011) Theoretical considerations for understanding technological pedagogical content knowledge (TPACK) Computers & Education, 57(3), 1953-1960 Hong, K H (2010) CALL teacher education as an impetus for L2 teachers in integrating technology ReCALL, 22, 53–69 55 Hubbard, P (2008) CALL and the future of language teacher education Calico Journal, 25(2), 175–188 Jamieson-Proctor, R., Albion, P., Finger, G., Cavanagh, R., Fitzgerald, R., Bond, T., & Grimbeek, P (2013) Development of the TTF TPACK survey instrument Australian Educational Computing, 27(3), 26-35 Jang, S.J., & Chang, Y (2016) Exploring the technological pedagogical and content knowledge (TPACK) of Taiwanese university physics instructors Australasian Journal of Educational Technology, 32(1), 107–122 Jimoyiannis, A (2010) Developing a technological pedagogical content knowledge framework for science education: Implications of a teacher trainers’ preparation program Proceedings from Informing Science & IT Education Conference (InSITE) Kenning, M-M., & Kenning, M J (1990) Computers and Language Learning: Current Theory and Practice New York: Ellis Horwood Kern, N (2013) Technology-Integrated English for Specific Purposes Lessons: RealLife Language, Tasks, and Tools for Professionals Innovations in Learning Technologies for English Language Teaching, 89–115 Kern, R., & Mark, W (2000) Theory and Practice of Network-Based Language Teaching Network-Based Language Teaching: Concepts and Practice, 1–19 Koehler, M J., & Mishra, P (2009) What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1) Koh, J H L., & Divaharan, S (2011) Developing pre-service teachers’ technology integration expertise through the TPACK-developing instructional model Journal of Educational Computing Research, 44(1), 35–58 Koh, J H L., Chai, C S., & Tsai, C C (2010) Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey Journal of Computer Assisted Learning, 26(6), 563–573 56 Lee, M.H., & Tsai, C.C (2010) Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web Instructional Science, 38, 1–21 Levy, M (1997) Computer-Assisted Language Learning: Context and Conceptualization Oxford: Clarendon Press Levy, M & Hubbard, P (2005) Why call CALL CALL? (editorial) Computer Assisted Language Learning, 18(3), 143-149 Liang, J.-C., Chai, C S., Koh, J H L., Yang, C.-J., & Tsai, C.-C (2013) Surveying in-service preschool teachers’ technological pedagogical content knowledge Australasian Journal of Educational Technology, 29(4), 581-594 Mishra, P & Koehler, M J (2006) Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge Teachers College Record, 108(6), 1017–1054 Niess, M L (2005) Preparing Teachers to Teach Science and Mathematics with Technology: Developing a Technology Pedagogical Content Knowledge Teaching and Teacher Education, 21, 509–523 O’Leary, Z (2014) The essential guide to doing your research project (2nd ed.) London: SAGE Ozkan, M (2011) Effects of Social Constructivist Virtual Learning Environments on Speaking Skills from the Perspectives of University Students University of Cukurova Pamuk, S (2012) Understanding preservice teachers’ technology use through TPACK framework Journal of Computer Assisted Learning, 28(5), 425–439 pedagogical, and content knowledge (TPACK) Educational Technology & Society, 13(4), 63–73 Peterson, D, A., & Thaut, M, H (2007) Music increases frontal EEG coherence during verbal learning Neuroscience Letters, 412(3), 217-221 Pierson, M E (2001) Technology Integration Practice as a Function of Pedagogical Expertise Journal of Research on Computing in Education, 33(4), 413–429 57 Pim, C (2013) Emerging Technologies, Emerging Minds: Digital Innovations within the Primary Sector Innovations in Learning Technologies for English Language Teaching, 15–42 Roblyer, M.D & Doering, A (2010) Integrating Educational Technology into Teaching Boston, MA: Pearson Education, Inc Sahin, I (2011) Development of survey of technological pedagogical and content knowledge (TPACK) Turkish Online Journal of Educational Technology TOJET, 10(1), 97–105 Sanders, R H (1995) Thirty Years of Computer Assisted Language Instruction: Introduction CALICO Journal, 12(4), 6–14 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 Segal, A (2004) Revisiting Pedagogical Content Knowledge: The Pedagogy of Content/ the Content of Pedagogy Teacher and Teacher Education, 20, 489 – 504 Shulman, L.S (1986) Those Who Understand: Knowledge Growth in Teaching Educational Researcher, 15(2), – 14 Shulman, L.S (1987) Knowledge and Teaching: Foundations of the New Reform Harvard Educational Review, 57(1), 1–22 Topan, L.S., Drajati, N.A., & Sumardi, S (2020) TPACK Framework: Challenges And Opportunities In EFL Classrooms Research and Innovation in Language Learning, Tseng, J J (2014) Developing an instrument for assessing technological pedagogical content knowledge as perceived by EFL students Computer Assisted Language Learning, 29(2), 302–315 Warschauer, M (1996) Computer Assisted Language Learning: An Introduction Multimedia Language Teaching, 3–20 58 Warschauer, M (2000) The Death of Cyberspace and the Rebirth of CALL English Teachers Journal, 53, 61–67 Warschauer, M (2004) Technological Change and the Future of CALL New Perspectives on CALL for Second Language Classrooms, 15–25 Warschauer, M., & Healey, D (1998) Computers and Language Learning: An Overview Language Teaching, (31), 57–71 Wu, Q (2015) Designing a smartphone app to teach English (L2) vocabulary Computers & Education, 85, 170–179 Wu, Y.T., & Wang, A.Y (2015) Technological, pedagogical, and content knowledge in teaching English as a foreign language: Representation of primary teachers of English in Taiwan Asia-Pacific Education Researcher, 24(3), 525–533 59 APPENDICES Appendix 1: Questionnaire QUESTIONNAIRE Exploring pre-service EFL teachers' technological pedagogical and content knowledge (TPACK) and technological integration into teaching practice This questionnaire aims to assess the TPACK of pre-service EFL teachers at University of Foreign Languages, Hue University All your personal information and answers will be kept confidential and will be used for research purposes only If you have any problems, please contact me at email address: thucnhinguyen24081999@gmail.com Many thanks for your help! SECTION 1: Basic Information Name: Gender: SECTION 2: TPACK Assessment For each of the following statements, rate your agreement by picking your choice conventionally: 1: Totally disagree 2: Disagree 3: Neutral 4: Agree 5: Totally agree I can use technology to facilitate students’ learning I can use web tools (Example: wiki, Edmodo, 3D virtual environments, etc.) I can support students as they use technology to support their development of language skills in an independent manner I can use Web 2.0 tools to develop students’ language skills 60 I can use basic technological terms (Example: operating system, wireless connection, web tools, etc.) appropriately I can address the obstacles students may face when learning the lesson's content, then use suitable technologies to assist them I can modify language learning tasks to suit the nature of the target learners (Example: level, background knowledge, learning style, etc.) I can support students’ learning in accordance with their physical, mental, emotional, social, and cultural differences I can use appropriate techniques or methods for different teaching environments 10 I can understand the speech of a native English speaker easily 11 I can use digital classroom equipment such as projectors and smart boards 12 I can take advantage of multimedia (Example: video, slideshow, etc.) to express my ideas about various topics in English 13 I can use collaboration tools to support students’ language learning (Example: Google Docs, OneNote, etc.) 14 I have strategies to develop my knowledge related to the lesson's content (Example: If my lesson's content is about Leonardo da Vinci, I will research documents related to enrich my knowledge) 15 I can adjust computer settings such as installing software and establishing an Internet connection 16 I can understand texts written in English 17 I develop my own critical thinking about the lesson's content 18 I can collaborate with school stakeholders (students, parents, other teachers, school administrators, etc.) to support students’ learning 19 I can use Office programs (Example: Word, PowerPoint, etc.) with a high level of proficiency 61 20 I can support my professional development by using technological tools and resources to continuously improve the language teaching process 21 I can use technology to help students to achieve goals 22 I can support students’ out-of-class work to facilitate their self-regulated learning 23 I can benefit from using technology (Example: web conferencing, discussion forums) to acquire or share ideas with other people in the world 24 I know how to use various technologies and pedagogical approaches while teaching the lesson's content 25 I know how to use various technologies and pedagogical approaches while teaching the lesson's content 26 I research carefully about the lesson's content 27 I can express my ideas and feelings by speaking in English 28 I know how to adapt the lesson's content to suit the practice of teaching 29 I can use collaboration tools to collaborate or cooperate with other people in the world (Example: forums, wiki, etc.) 30 I can reflect the experiences that I gain from professional development programs to my teaching process 31 I can use suitable strategies for evaluating student knowledge and performance (summative or formative assessment) 32 I can use computer peripheral devices (thiết bị ngoại vi) (Example: using a printer, a headphone, and a scanner, etc.) 33 I include knowledge of typical misconceptions related to the lesson's content in my teaching 34 I can diagnose and solve common computer problems independently (Example: printer problems, Internet connection problems, etc.) 35 I can express my ideas and feelings by writing in English 36 I can use technology to promote students’ collaboration 62 37 I can create multimedia (Example: video, Web pages, etc.) using text, pictures, sound, video, and animation 38 I can use technology to support students’ learning 39 I can use technology to prepare lesson plans 40 I provide students with extra materials to help them understand the lesson's content more easily 41 I can use technology to enrich the teaching practice Thank you for your participation! Appendix 2: Interview Questions How would you rate your English proficiency? What are your steps when designing a lesson plan? Do you often use technology in your teaching? In which stage(s) of a lesson you use technology? Please explain how you use these technologies and your purposes Do you use any technological tools to keep in contact with students or monitor students’ learning outside the classroom? If yes, please explain how you use these technologies and your purposes If no, please explain why not Do you use technology for classroom assessment? If yes, please explain how you use these technologies and your purposes If no, please explain why not Do you use technology for your own professional development? If yes, please explain how you use these technologies and your purposes If no, please explain why not If you reflect on your technological integration, are there any differences in your real-life practice compared to your anticipations or plans? 10 What are the obstacles you meet when using technology in teaching? 63