INTRODUCTION
Problem statement
1.1.1 The need to teach and learn English differently
The integration of technology into daily life has transformed educational needs, rendering traditional teaching methods inadequate Utilizing information and communication technologies (ICT) like interactive whiteboards, tablets, and the Internet enhances student engagement and makes learning more effective and enjoyable Furthermore, ICT in education accelerates learning, lowers costs, and attracts a diverse range of students, as supported by various studies (Gunuc, 2016; Motiwalla).
Research by Dahlstrom (2012) and others highlights the importance of integrating technology into education, shifting the focus from whether to incorporate it to how to enhance the learning environment through effective use Understanding information technology literacy and the ways teachers construct knowledge is crucial for developing pedagogical practices that support ICT integration Cviko et al (2013) found that effective planning for technology integration in the classroom significantly improves student learning outcomes For English language teaching (ELT) to boost student motivation, teachers must recognize the necessity of successful technology integration (Ajmal & Kumar, 2020).
The internet user base has surged significantly, with advancements in technology enabling stable connections in even the most remote areas Today, billions engage with social media, fostering an unprecedented growth in communication and education A study by Crystal (2019) indicates that over 2.3 billion people either speak English fluently or are learning it as a second or third language Recognized as the global language for communication, science, technology, business, entertainment, and diplomacy, English is increasingly viewed as the foundation for international dialogue (British Council, 2013).
English is the most widely used language on the Internet, surpassing Chinese, Japanese, and other Asian languages According to w3tech's analysis, English comprises 63.6% of website content, with Russian, Turkish, and Spanish following in popularity Its dominance as the Internet's primary language enhances personal and professional communication globally.
According to the Partnership for 21st Century Learning, learners must engage in diverse educational experiences, both in and out of the classroom, to acquire essential skills for success in today's interconnected global landscape (Battelle for Kids, 2019) Simply incorporating technology into English language training is insufficient, given the vast amount of English-language content readily accessible online To thrive in the modern, digital, and multimodal workplace, students must develop the four C's: creativity, critical thinking, collaboration, and communication Mastery of the English language alone is not enough; these skills are crucial for effective application in real-world scenarios.
The integration of technology in the classroom does not guarantee enhanced student performance, as simply providing laptops does not inherently boost English proficiency While technology has the potential to enrich lives when utilized effectively, its misuse can lead to detrimental outcomes Ultimately, the impact of technology on education hinges on teachers leveraging it to create meaningful improvements in learning activities.
Borup et al (2021) have identified four goals of using technology in English teaching:
• Enable: Technology can give opportunities for educators and students that were previously unavailable
• Extend: Learning objectives can be extended in time, space, and mode with the help of technology This necessitates that students have constant, anywhere access to digital scaffolding and resources
Integrating technology in education enhances students' behavioral, emotional, and cognitive engagement When students are subjected to passive learning activities, their emotional investment in the material diminishes By utilizing technology to actively involve students, educators can significantly improve the overall learning experience.
Students should be challenged to think critically about the material through both physical and mental activities Teachers should aim to involve students' hands, hearts, and minds when utilizing technology
Students can enhance their higher-order and 21st-century skills, such as collaboration, critical thinking, and creativity, through technology that connects academic work to real-world challenges This approach is a key strategy for improving education and fostering relevant skill development.
The 4Es highlight how technology can enhance student learning by enabling, extending, engaging, and elevating their educational experiences While technology aims to reduce financial and time burdens for school administrators, teachers, and students, merely increasing productivity does not significantly improve learning outcomes Although technology can simplify certain tasks, it does not inherently enhance the overall quality of the learning experience Its true value emerges when it is effectively utilized to foster deeper learning and engagement among students.
Digitizing learning activities can enhance their duration and efficiency; however, it is unlikely to directly improve student achievement without significant changes to the learning methods themselves Simply transitioning from one technology to another does not guarantee better learning outcomes Richard Culatta, former director of the U.S Department of Education's Office of Educational Technology, cautioned in a TEDx Talk that the current trajectory may lead to the mere replication of traditional teaching methods in digital formats, rather than fostering innovative educational practices.
1.1.2 Challenges in integrating technology into teaching languages
Despite extensive research highlighting the benefits of technology in language instruction, there is a scarcity of literature focused on enhancing English proficiency and academic language skills for English Language Learners (ELLs) Studies indicate that digital scaffolds integrated into online platforms, mobile apps, and adaptive hypermedia systems can play a crucial role in supporting ELLs' language development.
Research on the use of technology in English as a Second Language (ESL) instruction is limited, despite the support of seven wikis for English as a Foreign Language (EFL) teaching Studies by Dellicarpini (2012), Grigsby (2009), Levy (2009), and Meskill et al (2006) highlight key challenges faced by both in-service and pre-service ESL teachers in integrating technology into their classrooms These challenges include uncertainty about the effectiveness of instructional technology, insufficient knowledge and skills among teachers, and a lack of technological resources and time.
ESL teachers face challenges in evaluating a wide range of English learning technology tools due to a lack of comprehensive guidelines Existing evaluation criteria for websites and video chat tools are insufficient given the rapid growth of these resources Additionally, inadequate training for both teachers and learners hinders the effective use of technology in the classroom Many educators tend to use technology merely for knowledge transmission rather than leveraging its full potential Hughes (2005) identifies three roles of technology in pedagogy: replacement, amplification, and transformation Replacement offers an alternative method without changing traditional practices, while amplification enhances efficiency in task performance In contrast, transformational technology reshapes teacher roles and instructional methods, leading to improved learning outcomes and reflecting deeper professional development and leadership in technology integration.
Research consistently shows that effective teacher preparation is crucial for fostering positive attitudes towards technology among educators This preparation is essential for successfully integrating technology into ESL classrooms, benefiting both traditional and non-traditional students alike (Fatmi & Chouari).
The primary objective of professional development programs is to enhance teachers' knowledge and positively impact their behavior According to Fullan (1995), professional development encompasses both formal and informal learning experiences that educators engage in to improve their skills and effectiveness.
Purposes of the study
This study investigates the integration of technology in English language classrooms at the Faculty of Foreign Languages-Banking Academy during the 2022-2023 academic year It aims to analyze teachers' perceptions and understanding of technology integration while categorizing the types of educational technology utilized in the classroom based on the PICRAT model (Kimmon, 2020) Ultimately, the research seeks to address two key questions regarding the current state of technology use in language education.
#1: What is the teachers’ perception and prior knowledge of technology integration?
#2: What types of educational technology integration are being used in the speaking classroom as categorized by the PICRAT model?
Scope of the study
A study at the Faculty of Foreign Languages at the Banking Academy of Vietnam investigated technology-integrated activities in speaking skills classrooms The research involved 138 second and third-year students during the 2022-2023 academic year, along with insights from 7 teachers experienced in teaching speaking skills.
Significance of the study
This study introduces a new theoretical model for ESL teachers to enhance lesson design and reflect on technology-integrated activities in EFL classrooms The significance lies in the fact that, while many educational technology integration models exist, few address the relationship between students and technology Given that student engagement is vital for learning and serves as a strong motivator, it underscores the importance of using educational technology The PICRAT model evaluates not only the teacher's use of technology but also the student's interaction with it, potentially leading to improved integration practices and increased student motivation Research by Filgona et al (2020) emphasizes that motivation is key to student engagement in academic tasks, while Hadre et al highlight it as a critical factor in determining student success Additionally, the PICRAT model serves as both a planning and reflection tool, enabling teachers to assess their technology integration and adapt their activities accordingly.
LITERATURE REVIEW
Technology integration in teaching foreign languages
2.1.1 What is technology integration in education?
Over the past forty years, numerous studies have explored technology integration in education (Zehra & Bilwani, 2016) Effective technology integration provides students with daily access to digital tools that enhance their understanding of lesson content Christensen (2019) describes this integration as the "well-coordinated use of digital devices and cloud computing for problem-solving and deeper learning." Additionally, successful technology integration requires both teachers and students to be ready and willing to adapt, as it is a continuous and evolving process.
Technology integration in education encompasses various methods, such as online learning, blended classrooms, project-based activities, game-based learning, and the use of collaborative online tools and social media Despite its diverse applications, technology should not overshadow the primary focus on students and learning objectives For effective integration, educators must recognize the role of technology and create student-centered lessons that enhance the learning experience.
2.1.2 The importance of integrating technology in teaching foreign languages Improve student motivation and engagement
Motivation plays a crucial role in language learning, as highlighted by Dornyei (1998), who notes the challenges posed by psychological, social, and linguistic factors Professionals in foreign language education recognize that fostering motivation is vital for optimal learning outcomes Research by Azmi (2017) indicates that information technology significantly enhances students' motivation, interest, concentration, and classroom engagement Furthermore, Warschauer (1996) found that incorporating computers in the classroom fosters positive attitudes among students, making them more eager to interact with native speakers of other languages Ultimately, technology can cultivate an engaging learning environment that promotes effective language acquisition.
Research indicates that technology significantly enhances the effectiveness of English as a Foreign Language (EFL) classrooms, boosting student engagement and motivation Students express a strong preference for incorporating technology, such as blogs, podcasts, and digital videos, into their learning experiences, which increases their interest in language acquisition (Ilter, 2009) Studies by Jay (2006) and McMinn (2008) highlight the motivational benefits of blogs and podcasts, respectively, emphasizing the importance of providing students with a real audience and authentic materials Kassim and Ali's research (2007) further supports the notion that integrating Information and Communication Technology (ICT) in language classes fosters enthusiasm for learning However, while ICT can enhance student engagement, it may also pose challenges for low-achieving students or those who thrive in traditional teacher-led environments, potentially leading to demotivation Overall, the consensus is that ICT can effectively motivate language learners, provided that educators are mindful of diverse learning styles and needs.
Promoting learners’ autonomy and centeredness
Teachers' use of computers in the classroom has changed their role from lecturer to facilitator, helping students become more independent and self-sufficient (Murray &
A comprehensive reform in foreign language teaching has introduced innovative methods that enhance student participation and promote independent learning The integration of computers and web technology in language classrooms fosters learner autonomy through Computer-assisted Language Learning (CALL), which contrasts with traditional instruction This shift requires a cultural change among students, teachers, and parents, as knowledge sharing becomes essential Instructional technology empowers students to take charge of their education, with project-based work and online research enhancing classroom learning Multimedia applications provide immediate feedback on language skills, maximizing learning outcomes Dynamic classroom environments, featuring activities like cooperative learning and peer tutoring, further encourage individualized learning Additionally, web-based instruction and WebQuests, developed by Bernie Dodge and Tom March, streamline the learning process by focusing on information application rather than mere searching, ultimately boosting student independence and engagement in the English language classroom.
2007) Hypermedia in the classroom has helped students Since they can work at their own pace, they have more control over their education (Padurean & Margan, 2009)
ICT-enhanced environments cannot help language learners develop super autonomous learning skills and competencies
Information and communication technologies (ICT) have significantly improved communication for English language learners, making it faster and easier than traditional methods While face-to-face interactions are valuable, many students lack the opportunity to study abroad Online tools, such as video and audio links, enable authentic conversations about various topics, enhancing the learning experience (Keiler, 2018) The internet fosters new educational environments and promotes interaction, creating a virtual immersion experience for learners Contrary to the belief that relocation to an English-speaking country is necessary for language acquisition, numerous websites offer opportunities to engage with native speakers These technologies support active, task-based language instruction (Thomas & Reinders, 2010) and reduce social pressures associated with in-person communication, allowing students to respond at their own pace (Yu, 2022) Web platforms provide a safer, anonymous space for practicing English, while also facilitating nonverbal communication through cross-cultural expressions and gestures, which help learners understand speech acts better (Lee, 2009) Ultimately, computer-mediated communication creates meaningful learning environments, enabling students to engage in authentic conversations that balance fluency, accuracy, and intercultural understanding Text-based chat serves as an effective tool for education and conflict resolution (Lee, 2009).
Enhancing multisensory delivery and authenticity
An additional potential benefit is the abundance of authentic teaching resources made available by the use of ICT in English language classrooms Evans (2009) states that
The Internet offers a vast array of resources that enhance students' English language skills, with CALL software facilitating natural language learning through authentic materials for speaking, writing, reading, and listening By utilizing real visuals, written texts, and native speaker audio, students' motivation increases when their work is shared on blogs, wikis, and podcasts, as they see their efforts reaching a global audience (De Ramirez, 2010) This public sharing encourages participation and refinement of their work, as students are more engaged when they know their submissions have a purpose EFL teachers promote the use of various digital platforms to enhance motivation and learning goals Authentic content, combined with visual, auditory, and video cues, further boosts student engagement Blogs, as effective communication tools, provide exposure to authentic language and rich reading experiences, fostering a conducive environment for language acquisition (Richardson, 2008) Additionally, integrating ICT into the classroom through multisensory delivery caters to diverse learning styles by presenting content in multiple formats, such as text, audio, graphics, and video, allowing all students to benefit from instructional materials, regardless of their preferred learning approach (Reksten, 2000).
Multimedia formats on internet websites enhance classroom learning by effectively illustrating intangible language concepts through interactive video links, eliminating the need for physical objects and lengthy explanations (Reksten, 2000) This approach caters to visual and auditory senses more effectively than traditional teaching methods (Rajeshwa et al., 2001) Shailaja (2001) supports this by highlighting that hypertext offers significant advantages for language acquisition, creating a more authentic learning environment that seamlessly integrates real-world skills (p.3) Additionally, multimedia computer programs facilitate student progress tracking and provide immediate feedback, further enriching the learning experience (Rajeshwa et al., 2001).
Teachers with E-readiness are those willing to utilize technology to achieve specific educational goals When educators recognize technology as a valuable tool for knowledge acquisition and sharing, they are more inclined to incorporate it into their teaching practices Research indicates that teachers' perceptions of technology—both positive and negative—significantly influence its integration into the learning process If teachers perceive ICT training as beneficial, they are more likely to adopt and implement it effectively in the classroom.
In 2004, Baylor and Ritchie highlighted that the belief in technology's ability to enhance innovation plays a significant role in fostering higher-order thinking skills and improving content acquisition in language learning This perspective makes educators more open to embracing potential technological advancements in the classroom.
In their research, Cope and Ward (2002) found that teachers' perceptions of technology encompass both its potential benefits, such as enhancing student interaction with computers and language manipulation through specific software, and its motivational impact on learners However, negative perceptions often stem from limitations in ICT usage, including inadequate infrastructure, insufficient knowledge, lack of time, support, materials, and training (William et al., 2000; Leaks, 2001; Samuel & Bakar, 2003; Pelgrum, 2001) Pelgrum's analysis of educational practitioners across 26 countries further underscores these varied perceptions.
A significant challenge in integrating technology in education is the lack of facilities, particularly the absence of computers, which restricts teachers' ability to utilize technology effectively (Samuel & Bakar, 2005) Even when teachers are knowledgeable about technology, limited access can hinder its implementation Additionally, insufficient ICT expertise among educators can lead to insecurity and concerns about technical issues and software functionality (Demetriadis et al., 2003; Lawson & Comber, 1999) Teachers' personal beliefs and perceptions about their role in the classroom significantly influence their use of technology (Russell et al., 2003; Angers & Machtmes, 2005) When teachers recognize the potential of technology to enhance lessons and engage students, they are more likely to confidently adopt these tools in their teaching strategies (Angers & Machtmes, 2005).
Technology integration in teaching English speaking skills
Many EFL teachers have traditionally focused on speaking skills through repetitive drills and dialogue memorization, which has led to a devaluation of effective speaking instruction To enhance students' ability to express themselves and navigate social and cultural norms in communication, the primary objective of teaching speaking should be to develop their communicative skills In today's world, this focus is essential According to Nunan (2003), effective speaking instruction aims to ensure that students can produce the sounds and patterns of English speech and utilize these skills in various contexts.
To effectively communicate in a second language, it is essential to master rhythm, intonation, and stress patterns in both individual words and sentences Selecting appropriate vocabulary and constructing sentences that suit the social context, audience, and subject matter is crucial Organizing ideas in a logical progression enhances clarity and meaning Language should be utilized to express personal beliefs, standards, and values confidently Achieving fluency involves speaking rapidly and self-assuredly, minimizing unnatural pauses.
Proficiency in public speaking encompasses various processes, including cognitive, physical, socio-cultural aspects, and the speaker's knowledge, all occurring in real-time situations According to Ellis (2008), students lacking sufficient exposure to the English language and opportunities to practice speaking may need to exert extra effort to develop their speaking skills effectively.
2.2.2 Using technology in English speaking classrooms
To adapt to the fast-paced advancements of the 21st century, speaking classes must integrate technology, as highlighted by Krashen (1988), who emphasizes that modern language learning does not rely on conscious grammar rules or repetitive drills Instead, meaningful interactions in the target language are essential, focusing on natural communication where speakers prioritize the messages over form Nunan (1991) supports this by stating that success in language learning is determined by the ability to engage in conversations with native speakers Without opportunities to practice speaking both inside and outside the classroom, students risk losing motivation and interest However, when implemented effectively, engaging speaking activities can enhance learner motivation and transform the English language classroom into an enjoyable and dynamic space.
The integration of technology profoundly influences students' speaking skills in both classroom and extracurricular settings Warschauer (2000) outlines two key perspectives on how technology can be effectively incorporated into educational environments.
The cognitive approach enhances students' language exposure, fostering meaningful understanding, while the social approach emphasizes authentic interactions, allowing learners to practice essential real-world skills.
Technology Integration Theoretical Models
2.3.1 Fundamental concepts of technology integration Models
What is a technology integration theoretical model?
In recent years, various models and frameworks have emerged to facilitate the effective integration of technology in K-12 and higher education, yet there remains a lack of research on reconciling competing models and evaluating their practical utility While educators and researchers often rely on these models to navigate both face-to-face and online educational technology initiatives, further exploration is needed to understand how technology influences the learning process and impacts educational outcomes.
Technology integration models serve as frameworks that guide the use of technology in education, helping institutions, educators, and learners navigate its diverse applications These theoretical constructs enable teachers to pose critical questions about technology integration, fostering a deeper understanding of the topic Acting like a telescope, these models enhance perceptions and direct inquiry into technology's role in learning Recently, several models have emerged to elucidate technology integration phenomena, with notable examples including the Technological Pedagogical and Content Knowledge (TPACK) model, the Substitution Augmentation Modification Redefinition (SAMR) model, and the Replacement Amplification Transformation (RAT) model.
The Matrix (TIM) model, Technology Acceptance Model (TAM), and Technology Integration Planning (TIP) model each offer distinct challenges and opportunities for understanding and interpreting technology integration efforts.
Criteria to evaluate technology integration models
In 2013, Kuhn proposed a structured model for adoption that highlights specific characteristics making certain theoretical models more effective, with variations depending on the field and context of application Kimmons and Hall (2016a) emphasized that a model's value is grounded in structured value systems reflecting the beliefs and needs of its adopters They outlined six essential criteria for evaluating the quality of technology integration models in teacher education: clarity, compatibility, student focus, fruitfulness, technology role, and scope.
The first one is Clarity which claims that technology integration models should be conceptually and practically straightforward (Kimmons & Hall, 2016a) so as to avoid
Effective technology integration models must be clear, concise, and easily understandable for educators (Graham, 2011; Kimmons, 2015) They should be straightforward and applicable, avoiding unnecessary complexity or excessive constructs that do not align with teachers' daily requirements Models requiring extensive explanations or addressing irrelevant issues should be simplified or reconsidered to ensure practicality and effectiveness in educational settings.
Compatibility in educational practices necessitates alignment with new approaches (Kimmons & Hall, 2016) Educators prioritize meeting the specific needs of their local students within their institutions Consequently, technology integration models should emphasize these local requirements.
"discernible impact and realistic access to technologies" (p 24) than more general ideas such as social change or unrealistic requirements for technology (for example, a ratio
Successful technology integration models in low-income communities should attract diverse users and yield valuable outcomes by fostering creative thinking and insightful inquiries that extend beyond traditional methods (Kimmons & Hall, 2016a) These models must enhance pedagogy and educational achievement, positioning technology as a tool to support, rather than replace, effective teaching practices (Bronfman, 2007) Ultimately, the goal is to empower educators not only to utilize technology effectively but also to validate its purpose within the educational framework, recognizing it as one of many factors that contribute to successful learning outcomes.
Understanding the integration of technology in education involves examining its purpose, methods, and implications Effective models can aid educators in making informed decisions about technology use without disrupting existing classroom dynamics As noted by Burkhardt and Schoenfeld (2003), many educational theories are overly broad and lack the necessary "engineering power" to effectively guide design and implementation A well-constructed model strikes a balance between completeness and simplicity (Dubin, 1978), enabling educators to evaluate their practices in relation to social and educational issues Such models should be relevant to all education professionals while focusing on the individual student teacher, with potential applications for practicing teachers and others Ultimately, successful technology integration hinges on prioritizing student needs.
Most existing technology integration models are primarily focused on teachers or activities, neglecting the crucial role of students and their interaction with technology Kimmons and Halls (2016a) highlight this issue, noting that while some models mention student outcomes, they often fail to prioritize these outcomes in the technology integration process.
Analyzing Educational Technology Integration Models by the six criteria
The clarity and formulation of technology integration models vary widely, with clearer models being preferred over those prone to misunderstanding Simplicity and focus often make some models easier to comprehend and implement, reducing uncertainties Hughes (2005) identifies the RAT model as a straightforward method for technology integration in education, categorizing it into three key classifications: replacement, amplification, and transformation Replacement involves transferring an activity to a new medium, amplification enhances existing practices, and transformation radically alters practices or introduces new capabilities While replacement may seem less valuable, the model does not suggest a hierarchy among the classifications Instead, it serves as a framework for researchers and practitioners to evaluate their rationale for technology integration, such as assessing whether social media enhances or replaces current online course procedures, thus streamlining the analysis for educators.
The RAT model simplifies technology evaluation by using universally applicable definitions, reducing the need for contextual interpretation This approach minimizes inferential leaps, providing transparency for both practitioners and researchers in diverse settings However, the complexity of technology integration can lead to reductionist thinking, making overly simplistic models less effective for developing new theories or applying them across different contexts.
The SAMR model is widely utilized in practice due to its flexibility and compatibility with existing procedures (Hamilton, Rosenberg, & Akcaoglu, 2016) It consists of four stages: substitution, augmentation, modification, and redefinition The first two stages, substitution and augmentation, are considered improvements, while modification and redefinition are categorized as transformations Understanding the distinction between these stages is essential for effectively incorporating new technologies in educational settings.
The concept of "augmentation" highlights the distinction between technology as a direct substitute for traditional tools and its role in enhancing functionality For example, a written exam can be replaced by an electronic one, which not only reduces paper usage but also offers immediate feedback to students This progression includes two initial stages—substitution and augmentation—leading to more advanced stages of modification and redefinition, where technology significantly transforms tasks and fosters innovative learning experiences While modification emphasizes practices like podcasting, redefinition allows for entirely new activities, encouraging students to engage creatively with technology The SAMR model supports gradual technology integration, appealing to educators who value its structured approach However, critics, particularly those distant from the classroom, may question its effectiveness in driving meaningful change in education Ultimately, the perceived compatibility of the model varies among stakeholders, influencing its acceptance and application in educational settings.
Various educational models emphasize distinct elements of teaching and learning, particularly regarding the integration of methods Global model integration can drive social reform, while enhancing local models can effect change at the classroom level According to Bonfman (2007), technological advancements can highlight the differences in educational philosophies and theories.
A technocentric perspective, which attributes causality solely to technological advancements, overlooks the broader implications of these developments While local models facilitate practical tech implementation, global frameworks like Connectivism (Siemens, 2005) promote a fundamental rethinking of educational and social structures in the digital age Connectivism advocates for a digital learning theory that recognizes the evolving relationship between learners and knowledge, necessitating a shift away from traditional theories like behaviorism, cognitivism, and constructivism This approach emphasizes the sharing of knowledge among students and digital resources, urging educational institutions to adapt their methods to reflect how technology reshapes learning Unlike conventional methods that treat technology as separate from instruction, a connectivist framework considers information flow, ownership, and the literacy of students in managing their information networks Ultimately, comprehensive models favor significant changes, while narrower ones prioritize stability, highlighting the need for alignment between educators' beliefs and institutional practices, especially in environments influenced by high-stakes testing and standardized curricula.
PICRAT Model
2.4.1 The construction of the model
Educators face significant challenges in adapting to professional requirements shaped by political influences, rapidly evolving educational technology resources, and diverse needs across various subjects and contexts The unpredictability of how students will use educational technologies and the advancements that may arise during educators' careers complicates this integration A critical challenge lies in training teachers to incorporate technology in a meaningful, effective, and sustainable way The PICRAT framework has been proposed as a potential solution to address these issues.
Figure 1 The PICRAT matrix/model (Kimmons et al, 2020)
In 2020, Kimmons et al introduced the PICRAT technology integration model for teacher education, building on prior research by Hughes et al This model enhances pedagogical strategies by categorizing student interactions with technology into passive, interactive, and creative modes, while assessing technology's impact on teaching through Replacement, Amplification, or Transformation Organized in a 3x3 matrix, the framework prioritizes active and effective practices in the top-right corner To support diverse educational contexts and evolving technologies, teacher educators need practical and adaptable tools that promote reflective practice The PICRAT framework encourages educators to reflect on their technology use, fostering interactive and innovative teaching methods.
Innovative learning activities can significantly enhance teaching practices and benefit students (Kimmons et al., 2020) The PIC segment of the matrix aligns closely with Bloom's taxonomy, indicating that passive learning tends to foster lower-level cognitive objectives like remembering, while interactive activities facilitate mid-level objectives such as applying knowledge Creative activities are more effective in promoting higher-level cognitive goals Additionally, the Replacement-Amplification-Transformation (RAT) component suggests that various technological practices adopted by educators offer differing levels of advantage to their teaching methods, with some practices proving to be more beneficial than others (Hughes et al., 2006).
Figure 2 Relation between PIC and Blooms’ Taxonomy
The PICRAT model stands out as a valuable framework for teacher education due to its simplicity, compatibility, and productivity By focusing on technology as a means to achieve educational goals, it effectively balances conciseness with comprehensiveness while emphasizing student engagement.
Educators can enhance their teaching effectiveness by analyzing their current or planned educational tasks through the PICRAT matrix framework This approach is based on the four key components of the matrix, prompting educators to reflect on their past and future pedagogical strategies.
Optimizing the use of technological tools can significantly boost student engagement and academic performance, supporting educators in their ongoing efforts to improve teaching quality For instance, consider a teacher who traditionally delivers lectures using a PowerPoint presentation filled with excessive text, which can lead to passive learning experiences.
The Creative and Transformative levels of the PICRAT framework are often challenging for educators to grasp and implement The term "Creative" in PICRAT refers to the creation of knowledge artifacts, akin to constructionism, rather than artistic creativity The role of technology in education remains a debated topic, with some instances of technology integration leading to significant transformations rather than mere enhancements Kimmons et al (2020) highlight that certain technological practices should be viewed as transformative rather than just functional improvements Educators are encouraged to engage in reflective discussions about the impact of technology on their practices, despite differing opinions on whether specific uses enhance or transform education Additionally, there is concern that hierarchical structures within organizations may undermine effective technology-based practices, potentially invalidating their benefits in the educational process.
Utilizing YouTube videos as a teaching tool can lead to passive student participation, especially if the content resembles a traditional lecture To enhance engagement, educators should apply the PICRAT framework, focusing on interactive and creative methods beyond mere video viewing It is crucial to assess the quality of videos, prioritizing those that provide amplifying or transformative learning experiences Caution is advised when selecting YouTube content, as effective technology integration should ideally promote student-centered learning Educators must aim for practices that align with the top-right quadrant of the PICRAT matrix to foster active and engaged learning in the classroom.
Individuals interested in the PICRAT model should consider five key challenges: genetic traits from the common ancestor RAT and unique characteristics of PICRAT These challenges include (a) unclear definitions of creativity, (b) confusion surrounding transformation practices, (c) adaptability to various educational contexts, (d) assessments that extend beyond mere activity levels, and (e) inconsistencies in student outcomes The term "creative" can be particularly ambiguous for student teachers, often mistakenly linked to artistry rather than its true meaning in PICRAT, which emphasizes production and innovation It is essential to recognize that creativity is distinct from artistry, as not all created artifacts are artistic, and not all artistic expressions result in valuable outputs Understanding this distinction is crucial for effective implementation of the model.
37 ought to employ technology as a means of producing or building knowledge-based objects
Identifying transformative practices in education can be challenging for teachers due to the subjective and contextual nature of this phenomenon, as highlighted in the RAT theory and the Clark-Kozma discourse Our focus has been on operationalizing transformation through decision-making procedures and guiding questions to differentiate between amplification and transformation While the debate around transformation continues, our method provides a framework for assessing educators' use of technology We believe that reflecting on the impact of technology on teaching methods is more crucial than strictly classifying practices Students are required to explain their categorization of technological practices as transformative or amplifying, allowing us to understand their thought processes and identify any misconceptions However, the full implementation of PICRAT to evaluate lessons, courses, and teachers is still incomplete, particularly in lesson planning Educators may design lessons that subtly integrate technology, raising questions about how to classify such plans We conclude that assessment depends on the assessor's objectives, aiming to foster innovative thinking and technology integration in lessons Consequently, we may deem isolated technological events insufficient for PICRAT assessment, focusing instead on the overall lesson atmosphere Those using PICRAT for various evaluations should consider these factors at the relevant item level.
The study of 38 student engagements highlights the need for clearer guidelines for educators on linking technology integration with measurable student outcomes While many models have limitations, the TIP model stands out Although PICRAT's advanced principles can potentially improve learning, their effectiveness relies on various factors, including content and context PICRAT is grounded in non-technocentric beliefs about learning, encouraging a reevaluation of its essence Therefore, teacher educators must inform student teachers that relying solely on PICRAT may not guarantee significant improvements in measurable student achievements Instead, it may foster deeper learning by addressing enduring challenges in education through technology.
Since its launch in 2018, the PICRAT model has undergone extensive research and has been applied across diverse contexts and scales In Japan, it has been utilized to evaluate the practices of newly-trained teachers, aiming to "confirm the emergence of numerous creative educational practices" (Oyanagi).
In 2023, the PICRAT model was implemented in a linguistics course in Hong Kong, utilizing innovative e-learning tools such as VR applications, Flipgrid, EdPuzzle, and a Wikibook project (Wang, 2023) This model has also been instrumental in research focused on early childhood professionals' experiences with remote teaching, highlighting its effectiveness in navigating the shift from in-person to online education and its impact on learning practices Additionally, American researchers found that PICRAT serves as a valuable resource for science teachers in elementary and secondary education, emphasizing its potential to enhance instructional methods and facilitate effective pedagogy (Asim et al., 2022).
The integration of technology in education has gained traction, with Jinging (2022) advocating for the PICRAT Model as an effective, user-friendly approach for teaching Vocational Business English in China In Vietnam, various studies have explored different educational technology models, particularly TPACK, as evidenced by the works of Tan et al (2020), Van Loi (2021), Dieu (2021), Vo (2021), and Pham et al (2020) However, research on the PICRAT Model remains limited, with only a brief mention during a VINSCHOOL conference.
RESEARCH METHODOLOGY AND PROCEDURE
Research questions
This study investigates the integration of technology in English language classrooms at a university in Hanoi, Vietnam, during the 2022/23 academic year It aims to enhance teachers' understanding of how technology can influence the development of students' oral skills and foster enthusiasm for learning to speak English.
This research was conducted to answer two research questions below:
Research Question 1: What are the teachers’ perceptions and prior knowledge of technology integration models?
Research Question 2: What types of educational technology integration are used in the speaking classroom as categorized by the PICRAT model?
Rationale for Research Approach
The research employed a mixed-methods approach, incorporating both quantitative data and qualitative feedback Participants completed a survey featuring multiple-choice and Likert scale questions, along with providing one to three activity samples to assess the level of technology integration in their lessons without requiring in-person observation Additionally, teachers participated in interviews to address open-ended questions, allowing the study to gauge their beliefs, perceptions, and classroom practices This method was effective due to the diverse evidence gathered from numerous participants.
Participants
The study involved seven female teachers specializing in Speaking skills, whose demographic characteristics are detailed in Table 1 The majority of these educators were aged between 30 and 40 years and possessed Master's degrees Their teaching experience ranged from four to ten years, and all participants had completed at least one technology training course.
Figure 3: Demographic characteristics of EFL teachers
A total of 145 English students were randomly selected for the study, with seven responses excluded due to reliability issues Ultimately, 138 valid responses were analyzed, comprising 85 second-year students and 53 third-year students.
Students from two different levels participated in at least two technology-integrated Speaking Skills modules, leading to similar perspectives and equal contributions to the study.
Research instruments
The questionnaire aims to assess the level of technology integration in speaking classroom activities for both teachers and students It analyzes teachers' approaches to technology, categorizing their use as Replacing, Amplifying, or Transforming classroom activities Additionally, the questionnaire evaluates student engagement with technology, determining if their interaction is passive, interactive, or focused on product creation.
The student questionnaire consists of six items featuring both open-ended and closed-ended questions Closed-ended questions, as defined by Jenn (2006), offer respondents specific options to choose from, while open-ended questions allow for unrestricted expression of opinions Closed-ended questions are particularly useful when the range of possible answers is already understood.
The questionnaire begins by gathering background information about students, including their age and any completed speaking courses Following this, students are prompted to provide detailed descriptions of various technology-based speaking activities conducted in the classroom For analysis, open-ended responses will need to be re-grouped, particularly when multiple unknown answer options are present.
The teacher questionnaire includes ten questions designed to gather insights into their background and experience The initial three questions focus on the teacher's professional background, while the remaining seven assess their knowledge and perceptions regarding educational technology integration Additionally, these questions seek detailed descriptions of activities where technology has been effectively utilized in their teaching practices.
The main goal of the interview is to explore participants' feelings, opinions, beliefs, and perceptions (Miles & Huberman, 1994) Although all seven teachers were invited to participate in semi-structured follow-up interviews, only three chose to take part To gain a deeper understanding of the teachers' technology usage and the factors affecting it, three semi-structured interview designs were utilized The interviews focused on elaborating on the questionnaire items, prompting the teachers to share their actual practices related to technology.
Data collection and analysis procedure
Questionnaires were distributed to students and teachers through email, and to increase response rates, they were also delivered in person to students in their classrooms The data collected from the Likert scale questions were analyzed using median mode to identify the most common responses.
Participants were requested to share one to three examples of technology-based activities utilized in their speaking classes They provided detailed descriptions of how both teachers and students engaged with technology during these activities Subsequently, all activities were categorized through a coding process for better organization and analysis.
Using the following evaluation strategy, the researchers mapped their responses into the PICRAT matrix The researcher would evaluate whether the activity is passive,
43 interactive, or creative to determine PIC As defined by Kimmon (2018), "passive" is defined as "students who observe their learning as bystanders."; "interactive" is the
Students interact with educational material in a dynamic way, fostering deeper engagement Additionally, creativity is characterized by students developing their own resources To assess this aspect, the researcher utilized a specific guideline, as illustrated in Figure 3, to evaluate the RAT segment of the matrix.
Figure 4 PICRAT flowchart for deterring RAT (Hughes, 2006, Kimmons, 2018) 3.4.2 Interview
All interviews with teachers were conducted in Vietnamese, their native language, to facilitate clear expression of ideas Each interview lasted approximately 20 minutes and was recorded with the consent of the teachers.
Interviewer responses were automatically transcribed into scripts using the Voice to Text feature in Google Docs, which were subsequently edited and finalized for coding and interpretation purposes.
Research validity and reliability
The study's validity and reliability are reinforced by several key factors: participation was entirely anonymous, allowing for honest responses, and interviewees were provided with transcriptions of their answers to verify accuracy Additionally, data triangulation was achieved by requesting activity samples from both students and teachers.
44 Thirdly, the data was independent from the researcher bias and was collected with mixed analysis, both quantitative and qualitative
FINDINGS AND IMPLICATIONS
Findings
4.1.1 What are the teachers’ perceptions and prior knowledge of technology integration models?
A recent survey revealed that while all participating teachers have attended at least one training course on classroom technology, only one teacher has received training specifically for technology integration in language classrooms Additionally, six out of seven teachers reported being unfamiliar with the various technology integration models presented in the survey.
About their perceptions toward lesson design focus, the teachers’ responses are summarized in the table below:
Skills for students to learn
Figure 5: Teachers’ foci while designing lessons
In lesson design, teachers primarily focus on academic content and student skills, while educational technology receives minimal attention, as illustrated in Figure 5 Furthermore, the questionnaire indicated that none of the participants possessed any prior knowledge of educational technology frameworks.
In interviews, teachers expressed confidence in their knowledge and skills to fulfill existing requirements One teacher emphasized, “I consider myself to be quite skillful, so I believe I meet the requirements for using technology in the classroom.”
These teachers claimed that they have attended at least one educational technology course offered by the university However, the knowledge gained from the course was
Many tools and applications require payment to access their full features, making them less applicable to the current situation A teacher highlighted this issue, stating, "The problem is that the courses offered by the university often introduce premium apps, and if they are implemented, I have to purchase them."
So I hope I will be able to access the apps later.”
Two individuals are exploring options to enhance their education, either through self-study or free online courses One expressed a willingness to invest between 1-3 million in suitable courses, stating, “I think I will study on my own or find a suitable course.” In contrast, the other is hesitant to pay fees and prefers courses with scholarship opportunities, mentioning, “Maybe I won't be willing to pay the fee I usually look for a course that can offer more scholarships I’ve signed up for a course at the US embassy.”
4.1.2 What types of educational technology integration are occuring in the speaking classroom as categorized by the PICRAT model?
The study organized all responses into a table, highlighting key words and categorizing them into two main aspects: the teacher's use of technology and the student's relationship with technology.
Key words Teacher’s use of Tech Student’s relationship with Tech
Google docs, Google form, Google slides, padlet, LMS
Make video, post in Fligrid T C
Table 1: Key words in Participants’ description
Participants reported a total of 225 activities, with 12 contributions from teachers The responses from both students and teachers regarding the integration of educational technology in speaking classrooms are summarized in Figure 6 below.
Figure 6 Types of educational technology integration occurring in the speaking classroom (Categorized by the PICRAT model)
Out of 225 reported lesson activities, 136 (60%) were classified as Interactive/Amplifies and Creative/Amplifies, while only eight instances of Creativity/Transforms integration were identified Although these instructional activities fostered interactive experiences for students and exceeded mere replacement of technology, there is a pressing need for more creative and transformational integration of educational technology.
The use of technology by the teachers is illustrated in Figure 7 below
Figure 7 Teacher's use of technology (Categorized by the PICRAT model)
Approximately one-third of the activities discussed operate at the Amplification level, demonstrating how technology enhances work efficiency and introduces new functionalities Popular Google tools like Google Docs, Google Forms, and Google Classroom are frequently utilized for tracking student attendance and collecting homework, with many students finding these methods convenient.
Many teachers find that technology saves time by eliminating the need for individual student assessments Online games like Quizziz and Kahoot are frequently used to enhance vocabulary learning and comprehension testing Additional tools such as Padlet and Mentimeter facilitate concept brainstorming, while Zoom and Google Meet enable group discussions during online classes Notably, even teachers without specific training can effectively integrate technology into their teaching practices However, only 4% of activities were classified as Transformative, requiring technology for completion, such as creating videos for platforms like Flipgrid, YouTube, or TikTok These projects demand significant time for planning and tool selection, often hindered by limited internet access in classrooms One teacher highlighted the challenge, stating, “The Wi-Fi is available at D6 (building) however hardly could we be able to connect to it,” while another noted the necessity of using personal mobile data, remarking, “I have to use my own 3G so it’s costly.”
The students’ interactions with technology as revealed by the participants are summarized in the following figure
Figure 8 Student-Technology relation (Categorized by the PICRAT model)
The chart illustrates that students participated equally in various activities, with Interactive engagement leading at 41% This indicates that students are active learners, as they were encouraged to interact with the materials Passive engagement followed at 34%, where students primarily engaged in reading slides, listening to lectures, or watching video clips Additionally, 25% of the activities were Creative, requiring students to develop or create a product to enhance their speaking skills.
Implications of findings
The examination of teachers' beliefs about technology revealed a strong understanding of its significance in the classroom, emphasizing that technology should not overshadow the primary goals of lesson design While educators recognize the importance of equipping students with necessary skills, they prioritize academic content in lesson planning As Warschauer (2004a) noted, technology serves as a tool rather than the ultimate goal of teaching and learning Overall, teachers acknowledge the role of technology in enhancing education while maintaining a focus on fundamental educational objectives.
Concerning the various models that can be used to integrate technology, not a single participant had any knowledge of any educational technology models It would appear
A significant shortage of teacher training and professional expertise exists, particularly concerning technology integration models When asked about the need for training courses, most respondents showed indifference, expressing a preference for financial support to acquire premium technological applications and adequate infrastructure to enhance their teaching processes This suggests that many educators may not fully grasp the importance of ongoing education, despite self-identifying as "skilled" in technology.
The evaluation of lesson activities using the PICRAT matrix revealed a diverse range of levels among the 225 activities analyzed, with 87 categorized as Interactive or Amplifies Prior to the professional development session, eight distinct methods of Creative/Transforms integration were already in practice However, the lesson activities conducted by teachers lacked substantial innovative or transformative uses of educational technology While these activities offered interactive experiences and surpassed mere replacement of technology, they did not significantly incorporate creative or transformative educational technology integration.
When first introduced to the PIC-RAT matrix, many English teachers mistakenly believe that all activities must be creative and transformative (CT) While the ultimate aim is for students to create original work using technology, it's important to recognize that not all student tasks need to embody these qualities This misconception can hinder effective instruction, as students also need to engage in receptive language activities like listening and reading, alongside productive language tasks such as speaking and writing.
The PIC-RAT matrix categorizes factors by assigning them specific values, highlighting the importance of various learning activities One example of a PR activity, which stands for "passive and replace," is viewing online slides provided by the instructor Despite being classified as passive, this activity remains effective However, it is crucial to recognize that if most of the learning activities students engage in are passive, their overall learning experience may be compromised.
To foster effective communication in English, it is essential for English teachers to explore innovative technological applications By doing so, they can create opportunities for authentic English usage and enhance student interaction and production in the language.
RECOMMENDATIONS AND CONCLUSION
Recommendations for future practice
Technology in education aims to achieve goals that traditional methods have struggled with, such as increasing access to learning, fostering equality, enhancing the efficiency of educational systems, improving educational quality, and equipping both new and existing generations for a technology-driven job market.
According to Jurich (2002), technology should complement rather than replace traditional education methods A key aspect of the PICRAT model is its versatility, allowing educators to utilize a single technology in various ways Teachers must choose the appropriate task, assignment, or project from the model's framework based on the lesson subject, even when employing the same technological tool.
This means that the practices surrounding technology use are better indicators of educational merit than the technologies themselves
To enhance teacher training and practice, it is essential to offer additional training courses and introduce effective models for teachers to incorporate into their lesson design and reflection processes Furthermore, improving infrastructure, particularly internet connectivity, is crucial for supporting these initiatives.
PICRAT can be applied to plan activities for different topics as followed:
Travelling: Talk about a place that you’d like to visit
Students use the internet to find pictures of places that they like then show them on slides and talk about them
Students create a video clip showcasing their favorite places, incorporating images and videos sourced from the internet to enhance their narrative This engaging content can be presented on slides or shared on platforms like YouTube or Flipgrid.
Students collaborate in groups to explore their favorite destinations using Google Maps and Google Street View They virtually navigate these locations and gather additional images from platforms like Google Images, Flickr, or Pinterest Finally, they showcase their virtual tour and present information about the places they discovered.
INTERACTIVE Students look at different pictures about different places and then answer questions about them
Students play games and answer questions about different places in Quizzies or Kahoot
Students watch video about a place with some information Then they have to complete a Digital Escape Room form to show that they understand the content
Teacher show pictures of some places on the slides Students look at them and choose a place they like and say why
Teacher shows a video clip of a place and student say which place they like or dislike and why
A teacher presents a video clip discussing various locations, which is conveniently stored on Google Drive This allows students to revisit the clip at home whenever they wish, enhancing their learning experience.
Students discuss a topic of interest to them in pairs while using Google Docs to collaborate on their ideas
Students use the internet to find articles, news, and interviews that support or refute their argument
They examine them and express their thoughts on them
Students produce a video clip on platforms like YouTube, Facebook, or Flipgrid, delivering a speech on a specific issue or controversial topic while inviting their friends to engage in a friendly competition In response, their friends create videos articulating their opposing viewpoints, fostering a dynamic exchange of ideas and encouraging critical thinking.
The instructor will display a disputed assertion on a
PowerPoint slide, after which the students will discuss it with a small group of friends in Zalo or
Messenger before presenting their thoughts to the entire class
The pupils voice their thoughts on a topic by expressing them on the website mentimeter.com
Then, their opinions are depicted on the slides, and they will elaborate on them by providing other information
A homework assignment: The students watch a debate footage on Moodle while being asked to respond to a number of questions without skipping the video at any point
The teacher will display a contentious assertion on the slide, and then the class will discuss what they think about it
The teacher presents a video clip featuring a speaker addressing a controversial topic, accompanied by engaging graphics and sound effects Following the viewing, students engage in a discussion to share their thoughts and opinions on the speech.
An online meeting with the entire class is held, and the teacher invites two people to participate as debaters Students listen to them argue both sides of one issue
The meeting is being filmed so that students can view it again at a later time to better grasp the material
Limitations of the research
One significant limitation of this study is the small sample size, as the participants were carefully selected female educators With more time, the researcher could have included a larger and more diverse group, potentially revealing additional insights related to gender and educational experiences.
One significant limitation of the study is the method of data collection, which favors direct observation of classroom activities over relying on provided examples Additionally, the reliance on self-reported data raises concerns about the accuracy of the findings, as there is no direct observation of the lessons taught in the classroom to confirm if the documented practices align with actual classroom execution.
The study focused exclusively on the use of technology in specific classrooms within the Faculty of Foreign Languages, and therefore, the findings are not intended to be generalized beyond the participants involved in these classes.
Suggestions for future investigation
The researchers acknowledge the limitations of their study and propose that future research should explore objectives that were not addressed They suggest that while this study concentrated solely on the PICRAT matrix, upcoming studies could investigate alternative models or implement long-term professional development initiatives centered around the PICRAT framework Additionally, future researchers may consider conducting observational studies to gather further insights.
The study highlights the limitations of relying solely on documentation for classroom instruction, as actual interactions may differ significantly It suggests that future research should explore how changes in student outcomes influence teachers' beliefs, attitudes, and instructional practices, ideally through extended studies with broader access to student data Additionally, there is a need to examine the long-term effects of technology integration on professional development and its impact on students' beliefs and perceptions Lastly, the research was constrained by a small participant pool focusing only on secondary teachers, indicating that larger studies encompassing diverse teachers from various regions and grade levels could yield more comprehensive insights.
Conclusion
While some technology activities in education merely replace traditional methods, leaving students in a passive learning state, there are also many that engage students in actively using and creating technology for their studies Currently, the variety of these activities is limited, focusing mainly on a few popular applications without significant innovation To enhance the learning experience, it is essential to introduce more transformative activities that foster interactivity and creativity among students.
The research highlights significant implications for university governance, revealing that EFL teachers are eager to incorporate technology into their classroom practices, benefiting both educators and students To enhance technology integration, it is crucial to address the challenges teachers face and provide comprehensive technical and pedagogical training Teachers need specialized training to effectively utilize technology for achieving their educational goals While they recognize that technology fosters interaction with digital natives, many struggle to select pedagogically appropriate tools Therefore, organizing seminars to recommend various educational apps is essential, as is addressing issues such as insufficient technological resources.
56 equipment, inadequate classroom infrastructure, and a lack of technical and financial support The classrooms must be equipped with projectors, computers, interactive whiteboards, and high-quality Wi-Fi connection
Ajmal, M., & Kumar, T (2021) Inculcating learners’ listening motivation in English language teaching: A case study of British education and training system Arab World English Journal (AWEJ) Volume, 11
Al-Sayed, R K M., Abdel-Haq, E M., El-Deeb, M A B., & Ali, M A S (2016) Enhancing English Language Planning Strategy Using a WebQuest Model ERIC Clearinghouse
Angers, J., & Machtmes, K (2005) An ethnographic-case study of beliefs, context factors, and practices of teachers integrating technology The Qualitative Report Volume, 10(4), 771-794."
Asim, S., Ellis, J., Slykhuis, D., & Trumble, J (2022) Three Domains for Technology Integration in Science Teacher Education Contemporary Issues in Technology and Teacher Education, 22(4), 664-684
Azmi, N (2017) The benefits of using ICT in the EFL classroom: From perceived utility to potential challenges Journal of Educational and Social Research, 7(1), 111 Baker, J., & Westrup, H (2003) Essential speaking skills A&C Black
Baylor, A L., & Ritchie, D (2002) What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & education, 39(4), 395-414
Borup, J., Graham, C R., Short, C R., & Shin, J K (2021) The 4Es evaluation criteria In C R Graham, J
Borup, M A Jensen, K T Arnesen, & C R Short (Eds.), K-12 blended teaching (Vol.2): A guide to practice within the disciplines, 2 EdTech Books https://edtechbooks.org /k12blended2/evaluating_bt"
Bredeson, P V (2000) The school principal's role in teacher professional development Journal of in-service education, 26(2), 385-401
Bronfman, Sergio (2007) Beyond technocentrism and infocentrism: Designing effective e-learning courses for professional education International Journal of Continuing Engineering Education and Life-Long Learnin 17 406-417 10.1504/IJCEELL.2007.015590
Burkhardt, H., & Schoenfeld, A H (2003) Improving educational research: Toward a more useful, more influential, and better-funded enterprise Educational researcher, 32(9), 3-14
Bygate, M (1987) Speaking Oxford: Oxford University Press
Cope, C., & Ward, P (2002) Integrating learning technology into classrooms: The importance of teachers' perceptions Journal of Educational Technology & Society, 5(1), 67-74
Paralinguistics plays a crucial role in communication, influencing how messages are interpreted beyond words (Crystal, 2019) In the context of early literacy, teachers are essential as they redesign technology-integrated activities to enhance curriculum effectiveness (Cviko, McKenney, & Voogt, 2013) These studies highlight the importance of both verbal and non-verbal elements in teaching, emphasizing the need for innovative approaches in educational settings.
Dahlstrom, E., Walker, J D., & Dziuban, C (2013) ECAR study of undergraduate students and information technology
De Ramirez, L L (2010) Empower English Language Learners with Tools from the Web California: Corwin, a Sage Company "dellicarpini, M (2012) Building computer
58 technology skills in teSol teacher education Language Learning & Technology, 16 (2), 14-23."
"Demetriadis, S., Barbasb, A., Molohidesb, A., Palaigeorgioua, G., Psillosb, A., Vlahavasa, I., Tsoukalasa, I., & Pombortsisa, A (2003) ‘Cultures in negotiation’: teachers’ acceptance/ resistance attitude considering the infusion of technology into school Computers and Education, 41 (1), 19-37"
Dieu, N B., Wah, L K., & Keong, T C (2019) Understanding Vietnamese preservice tefl teachers’tpack development with design-based learning via reflective learning International Journal of Education, 4(31), 154-169
Dửrnyei, Z (1998) Motivation in second and foreign language learning Language teaching, 31(3), 117-135
Dubin, R (1978) Theory building (Rev ed.) New York, NY: Free Press
Evans, M et al (2009) Foreign Language Learning with Digital Technology (Education and Digital Technology) London: Continuum International Publishing Group
Fatmi, H., & Chouari, A (2019) A Model for Professional Development in Technology Integration In Technology-Assisted ESL Acquisition and Development for Nontraditional Learners (pp 211-240) IGI Global
Filgona, J., Sakiyo, J., Gwany, D M., & Okoronka, A U (2020) Motivation in learning Asian Journal of Education and social studies, 10(4), 16-37
Fullan, M (1995) The school as a learning organization: Distant dreams Theory into practice, 34(4), 230-235
Teachers' perceptions play a crucial role in understanding the effectiveness of ICT-competence training, as highlighted by Galanouli, Murphy, and Gardner (2004) in their study published in Computers & Education Additionally, Grigsby (2009) explores how English as a second language and bilingual education teachers view technology integration within K-12 classrooms, emphasizing the importance of technology in enhancing educational outcomes Together, these studies underscore the significance of teacher attitudes towards technology and its implementation in diverse educational settings.
Gunuỗ, S., & Babacan, N (2018) Technology integration in English language teaching and learning Positioning English for Specific Purposes in an English Language Teaching Context, 1
Haddad, W D., and Jurich, S (2002) ICT for education: prerequisites and constraints In W D Haddad and A Draxler (Eds.), Technologies for Education: Potential, Parameters and Prospects For UNESCO by Knowledge Enterprise"
Hadre P Crowson H, Debacker T, White D Predicting the academic motivation of rural high school students Journal of Experimental Education 2007;75:247-269
"Healey, d., Hanson-Smith, e., Hubbard, P., Ioannou-georgiou, S., Kessler, g.,
& Ware, P (2011) TESOL technology standards: description, implementation, integration alexandria, Va: TESOL international."
Hughes, J (2005) The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy Journal of Technology and Teacher Education, 13(2), 277-302 Norfolk, VA: Society for Information Technology &
Teacher Education Retrieved April 15, 2023 from https://www.learntechlib.org/primary/p/26105/
Hughes, J., Thomas, R., & Scharber, C (2006, March) Assessing technology integration: The RAT–replacement, amplification, and transformation-framework In Society for Information Technology & Teacher Education International Conference
(pp 1616-1620) Association for the Advancement of Computing in Education (AACE)
Ilter, B G (2009) Effect of technology on motivation in EFL classrooms Turkish online journal of distance education, 10(4), 136-158
"Jay D A (2006) Motivating for writing through blogs A Master thesis submitted to the Graduate College of Bowling Green State
University Available online at http:// etd.ohiolink.edu"
Kabilan, M K., & Khan, M A (2012) Assessing pre-serviceEnglish language teachers’ learning using e-portfolios: Benefits, challenges and competencies gained Computers & Education, 58(4), 1007-1020
Kafai, Y B., & Resnick, M (Eds.) (1996) Constructionism in practice: Designing, thinking, and learning in a digital world Routledge
Kassim, H., & Ali, Z (2007) The use of ICT in the implementation of student- centered learning (SCL) Internet Journal of e-Language Learning & Teaching, 4(1), 15-31
Keiler, L.S Teachers’ roles and identities in student-centered classrooms IJ STEM
Kim, d (2011) incorporating podcasting and blogging into a core task for eSol teacher candidates Computers & Education, 56(3), 632-641
Kimmons, R., & Hall, C (2016a) Emerging technology integration models In G Veletsianos (Ed.), Emergence and innovation in digital learning: Foundations and applications (pp 51-64) Edmonton, AB: Athabasca University Press
Kimmons, R., Graham, C R., & West, R E (2020) The PICRAT model for technology integration in teacher preparation Contemporary Issues in Technology and Teacher Education, 20(1), 176-198
Kozma, R B (1991) Learning with media Review of educational research, 61(2), 179-211
Kuhn, T S (1996) The structure of scientific revolutions (3rd ed.) Chicago, IL: The University of Chicago Press Kuhn, M., & Johnson, K (2013) Applied Predictive Modeling New York: Springer http://dx.doi.org/10.1007/978-1-4614-6849-3"
Lawson, T., & Comber, C (1999) Superhighways technology: personnel factors leading to successful integration of information and communication technology in schools and colleges Journal of Information Technology for Teacher Education, 8(1), 41-53
Leaks, M (2001) Issues in Teaching Using ICT London: Routledge Falmer
Lee et al (2009) explore the role of electronic discourse in language learning and teaching, highlighting its significance in modern educational practices In their work, published by John Benjamins Publishing Company, they emphasize the integration of technology in language education Additionally, Levy (2009) discusses the various technologies employed in second language learning, showcasing their impact on enhancing language acquisition in the Modern Language Journal.
McMinn, S (2008) Podcasting possibilities: Increasing time and motivation in the language learning classroom In European Institute for E-Learning Learning Forum (pp 212-215)
MESKILL, C., ANTHONY, N., HILLIKER‐VANSTRANDER, S H A N N O N., TSENG, C H., & YOU, J (2006) CALL: A survey of K‐12 ESOL teacher uses and preferences Tesol Quarterly, 40(2), 439-451
Mishra and Koehler (2007) address the complex challenges educators face when integrating technology into teaching through the concept of Technological Pedagogical Content Knowledge (TPCK) Their work, presented at the Society for Information Technology & Teacher Education International Conference, emphasizes the necessity for teachers to develop a deep understanding of how technology, pedagogy, and content knowledge intersect By confronting these "wicked problems," educators can enhance their teaching effectiveness and better prepare students for a technology-driven world.
Motiwalla, L F (2007) Mobile learning: A framework and evaluation Computers
Murray, C., & Malmgren, K (2005) Implementing a teacher–student relationship program in a high-poverty urban school: Effects on social, emotional, and academic adjustment and lessons learned Journal of school psychology, 43(2), 137-152
Namaziandost, E., & Nasri, M (2019) The impact of social media on EFL learners’ speaking skill: a survey study involving EFL teachers and students Journal of Applied Linguistics and Language Research, 6(3), 199-215
"Nunan, D (1991) Language Teaching Methodology: A Textbook for Teacher Upper Saddle River, NJ: Prentice Hall."
"OECD (2016), Innovating Education and Educating for Innovation: The Power of Digital Technologies and Skills, OECD Publishing, Paris."
In a 2023 study presented at the Society for Information Technology & Teacher Education International Conference, Oyanagi examines the transformative impact of technology use around the year 2020 The research highlights significant changes in educational practices and technology integration, emphasizing the role of digital tools in enhancing teaching and learning experiences This case study contributes valuable insights into the evolving landscape of technology in education, underscoring its importance for future pedagogical approaches.
Padurean, A., & Margan, M (2009) Foreign language teaching via ICT Revista de Informatica Sociala, 7(12), 97-101
Papert, S (1990) Introduction by seymour papert Constructionist learning, 1 Parasuraman, A (2000) Technology Readiness Index (TRI) a multiple-item scale to measure readiness to embrace new technologies Journal of service research, 2(4), 307-
The integration of Information and Communication Technology (ICT) in education faces significant challenges, as highlighted by Pelgrum (2001) in a comprehensive global assessment Additionally, Rajeshwar, Shailaja, and Damodar (2001) discuss the impact of the IT revolution and globalization on English language teaching, emphasizing the need for educators to adapt to these changes Together, these studies underscore the importance of addressing obstacles to effectively incorporate technology in educational settings while also recognizing the evolving landscape of language instruction in a globalized world.
Reksten, L E (2000) Using technology to increase student learning California: Corwin Press, Inc
Culatta, R., Reimagining Learning: Richard Culatta at TEDxBeaconStreet 2013 https://www.youtube.com/watch?v=Z0uAuonMXrg
Richardson, W (2008) Blogs, podcasts and other powerful tools for the classroom California: Corwin Press
"Russell, M., Bebell, D., O’Dwyer, L., & O’Connor, K (2003) Examining teacher technology use: Implications for preservice and inservice teacher preparation Journal of Teacher Education, 54(4), 297-310."
Siemens, G (2005) Connectivism: Learning as network-creation ASTD Learning News, 10(1), 1-28
Silviyanti, T M., & Yusuf, Y Q (2015) EFL Teachers' Perceptions on Using ICT in Their Teaching: To Use or to Reject? Teaching English with Technology, 15(4), 29-
Tan, C K., Nguyen, B., Lee, K W., Kang, H C., Tan, C K., & Jalan, U (2020) Original Paper The Impact of the Design Teams Approach on Preservice Teachers’ TPACK in the Vietnamese Context Studies in English Language Teaching, 8(1), 85-
Thomas, M., & Reinders, H (Eds.) (2010) Task-based language learning and teaching with technology A&C Black
Tsou, W., Wang, W., & tzeng, Y (2006) applying a multimedia storytelling website in foreign language learning Computers & Education, 47(1), 17- 28
Van Loi, N (2021) Vietnamese high-school teachers’perceptions of tpack in teaching english as a foreign language European Journal of Education Studies, 8(4)
Vo, T K A., Pang, V., & Lee, K W (2020) Evaluating Vietnam’s pre-service English teacher education program for technology integration in education Computer- Assisted Language Learning-EJ, 21(3), 8-22
Vrasidas, C., & McIsaac, M S (2001) Integrating technology in teaching and teacher education: Implications for policy and curriculum reform Educational Media International, 38(2-3), 127-132
Warschauer, M (1996) Motivational aspects of using computers for writing and communication
Warschauer, M (2004) Technology and social inclusion: Rethinking the digital divide MIT press
William, D., Coles, L., Wilson, K., Richardson, A., & Tuson, J (2000) Teachers and ICT: current use and future needs British Journal of Educational Technology 31(4), 307-320
Yang, S & Lowell, V (2015) A pedagogical framework for technology integration in esl classrooms: The promises and challenges of integration Journal of Educational Multimedia and Hypermedia 24 179-203
Yang, Y T C., & Chan, C Y (2008) Comprehensive evaluation criteria for English learning websites using expert validity surveys Computers & Education, 51(1), 403-
Yu, M (2022) Technology‐Enhanced Education: Improving Students' Learning Experience in the Higher Education Context The Wiley Handbook of Sustainability in Higher Education Learning and Teaching, 133-151
Zehra, R & Bilwani, A (2016) Perceptions of teachers regarding technology integration in classroom: A comparative analysis of elite and mediocre schools Journal of Education and Educational Development, 3(1), 1-29
1 Ngoài những hoạt động đã mô tả, anh/chị còn hay tiến hành những hoạt động nào tích hợp công nghệ trong giảng dạy Nói?
2 Thầy cô có cho rằng khả năng sử dụng CNTT của mình đã đáp ứng được yêu cầu của môn học?
3 Thầy cô có kế hoạch nâng cao kỹ năng sử dụng CNTT cho bản than không?
4 Thầy cô còn gặp khó khăn gì nữa trong việc ứng dụng công nghệ thông tin?
5 Thầy cô có đề xuất gì với nhà trường và Khoa Ngoại ngữ để nâng cao chất lượng ứng dụng công nghệ thông tin vào dạy học không?
Appendix 4: Sample of Teacher Interview Answer
1 Ngoài những hoạt động đã mô tả, anh/chị còn hay tiến hành những hoạt động nào tích hợp công nghệ trong giảng dạy Nói?
Trong lớp học, tôi tổ chức trò chơi online và khuyến khích sinh viên xem YouTube để thảo luận về các khái niệm đã học, ví dụ như phân tích chi tiết trong một clip Môn Speaking yêu cầu sinh viên ghi âm bài nói và tải lên Google Classroom để nhận phản hồi từ giáo viên Ngoài ra, sinh viên có thể chia sẻ bài thuyết trình qua Google Drive, ghi lại kế hoạch và chuẩn bị của mình, từ đó nhận phản hồi trực tiếp từ giáo viên, giúp nâng cao hiệu quả học tập.
Trước khi có các công cụ như Kahoot, Google Classroom hay Google Drive, việc tổ chức thảo luận kiến thức cũ giữa sinh viên sẽ gặp nhiều khó khăn hơn Cô thường sử dụng các trò chơi truyền thống để kích thích sự tham gia và tương tác của sinh viên, tạo cơ hội cho họ chia sẻ và củng cố kiến thức một cách hiệu quả.
Trước đây, khi chưa có Kahoot, chúng ta cũng đã có những trò chơi tương tự như phát giấy và đặt câu hỏi, trong đó người chơi sẽ ghi câu trả lời lên giấy và giơ lên Hình thức này tuy đơn giản nhưng không hấp dẫn bằng các trò chơi online hiện nay Trong phần làm dự án online, sau khi nộp giấy, tôi cũng phản hồi trên giấy và yêu cầu các nhóm chỉ vào phần cần feedback Mặc dù YouTube đã tồn tại từ lâu, nhưng việc thay thế hình thức cũ như viết giấy và nộp trực tiếp so với hiện tại vẫn có những ưu nhược điểm riêng.
Hoạt động nộp tài liệu trực tuyến, chẳng hạn như tiết kiệm mà không cần in ấn, cho phép các thành viên tham gia từ xa mà không cần gặp mặt trực tiếp Điều này giúp tiết kiệm thời gian và tăng tính linh hoạt trong việc thảo luận và thống nhất ý kiến Tuy nhiên, nhược điểm của phương pháp này là việc đưa ra phản hồi có thể gặp khó khăn, dẫn đến một số trường hợp thông tin không được truyền đạt rõ ràng.
Việc học sinh nộp bài tập qua Google mang lại nhiều lợi ích, giúp giáo viên cung cấp phản hồi cho nhiều học sinh hơn Nếu không hiểu nội dung phản hồi, học sinh có thể không hỏi lại, khiến giáo viên khó xác định được mức độ hiểu biết và khả năng cải thiện của các em Trước khi có công nghệ, việc chuẩn bị bài tập ở nhà thường dẫn đến giáo viên chỉ nghe được một phần ý kiến của học sinh, trong khi việc sử dụng công nghệ giúp tăng cường khả năng giao tiếp và tiếp thu kiến thức trong lớp học.
Cô có thể tự đánh giá khả năng sử dụng công nghệ thông tin trong việc giảng dạy và cần xác định các kế hoạch cụ thể để nâng cao kỹ năng này Việc cải thiện khả năng ứng dụng công nghệ sẽ giúp cô dạy nói hiệu quả hơn và tạo ra môi trường học tập tương tác cho học sinh.
Tôi tự tin rằng mình đã đáp ứng tốt yêu cầu về việc sử dụng công nghệ thông tin trong giảng dạy, nhờ vào khả năng nhanh nhạy của bản thân.