samr model’s modification a case study of efl teachers’ perception about the learning usefulness of ict integration

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY SAMR MODEL’S MODIFICATION: A CASE STUDY OF EFL TEACHERS’ PERCEPTION ABOUT THE LEARNING USEFULNESS OF ICT INTEGRATION A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Submitted by NGUYEN XUAN MINH Supervisor: LE HOANG DUNG, Ph.D Ho Chi Minh City, September 2019 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY NGUYEN XUAN MINH SAMR MODEL’S MODIFICATION: A CASE STUDY OF EFL TEACHERS’ PERCEPTION ABOUT THE LEARNING USEFULNESS OF ICT INTEGRATION Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES Major code : 60140111 MASTER OF ARTS IN TESOL Supervisor: Dr LE HOANG DUNG Ho Chi Minh City, September 2019 i STATEMENT OF AUTHORSHIP I certify that this thesis entitled “SAMR Model’s Modification: A Case Study of EFL Teachers’ Perception about Learning Usefulness of ICT Integration” is my own work Except where reference is made in the text of the thesis, this thesis contains material published elsewhere or extracted in whole or in part from publications of which I am the only author No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institutions Ho Chi Minh City, September 2019 NGUYEN XUAN MINH ii RETENTION AND USE OF THE THESIS I hereby state that I, Nguyen Xuan Minh, being a candidate for the degree of Master of Arts in TESOL, accept the requirements of Ho Chi Minh City Open University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ho Chi Minh City, September, 2019 NGUYEN XUAN MINH iii ACKNOWLEDGEMENTS The journey I have taken in my Master’s education for TESOL has consummated in the completion of this thesis I have come this far in the quest for knowledge and academic achievements thanks to the immense support of people I am more than happy to be around I would love to send my deep gratitude to my mother who has always been with me since the start of my learning at Ho Chi Minh City Open University Also, I would like to say big thanks to my friends who teaches for EFTIN project and enthusiastically helped me complete the survey and interviews Without their help, I would not have been able to have the thesis done this well Especially, it is my honor to express my gratefulness to my supervisor, Dr Le Hoang Dung, for being so supportive, patient, and encouraging to me during the time I managed to find a proper approach to my thesis topic He always had useful leading questions in our meetings amid hectic working weeks, and his questions definitely lit up many corners of my misunderstanding in research and helped me figure out the appropriate approach to tackle my research problems In general, I am happy to consider this Master’s thesis as a puzzle I could solve thanks to the pieces I was given from my beloved family, friends, and teacher iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LIST OF TABLES vii LIST OF APPENDICES x Abstract xi CHAPTER 1: INTRODUCTION 1.1 Vietnamese context of ICT use in education 1.2 The measurement of levels of ICT integration with different frameworks 1.3 Statement of the problem 1.4 Aims of the study 1.5 Research questions 1.6 Significance of the study 1.7 Definitions of key terms 1.8 Organization of the study CHAPTER 2: LITERATURE REVIEW 10 2.1 SAMR model 10 2.2 The inconsistency in the interpretation of the levels in SAMR model 12 2.3 ICT integration for EFL learning support 16 2.4 Hypothesis 24 CHAPTER 3: METHODOLOGY 26 3.1 Research design 26 3.2 Participants 26 3.3 Research tools 27 3.3.1 The survey 28 3.3.2 The interview 30 3.4 Data collection and analysis procedure 31 3.5 Validity and reliability 33 3.6 Ethical issues 35 CHAPTER 4: FINDINGS OF THE STUDY 37 4.1 The priorities of EFL teachers for learning supporting effects of their ICT integration 37 v 4.1.1 The survey results 37 4.1.2 Analysis of interview responses 40 4.2 The learning usefulness of seven effects of ICT integration 48 4.2.1 effect The correlation between the learning usefulness of each effect and of the situation having that 49 4.2.2 Findings from the interviews about the perceived learning usefulness of effects of ICT integration 59 4.2.3 The ranking of EFL teachers’ perceived learning usefulness of seven effects of ICT integration 65 CHAPTER 5: DISCUSSION OF THE RESULTS 69 5.1 EFL teachers’ prioritized learning supporting effects of ICT integration 69 5.1.1 Prioritity for effects 6, 5, and 69 5.1.2 Priority for effects 1, 7, and 70 5.2 The correlation between EFL teachers’ perceived learning usefulness of ICT effects and that of the situation having the effects 72 CHAPTER 6: CONCLUSION OF THE STUDY 77 6.1 The summary of key findings of the study 77 6.2 Implications of the study 78 6.3 Limitations of the study 79 6.4 Recommendations for further studies 80 6.5 Conclusions 80 References 82 APPENDICES 88 APPENDIX 1: THE SURVEY 89 APPENDIX 2: THE INTERVIEW 106 APPENDIX 3: DEMOGRAPHICS OF THE PARTICIPANTS 110 APPENDIX 4: RESULTS OF RELIABILITY TESTS OF THE SURVEY 112 APPENDIX 5: LETTER TO PARTICIPANTS AND CONSENT FORM 117 CONSENT FORM 119 vi LIST OF ABBREVIATIONS BECTA British Educational Communications and Technology Agency EFL English as a Foreign Language EFTIN English for those in need (name of an online teaching group) ICT Information Communication Technology NFLP 2020 National Foreign Language 2020 Project vii LIST OF TABLES Table 12 Table ICT tools used in the survey questions 29 Table Details of invalid items in the survey 33 Table 3 Cronbach’s Alpha scores of the effects after the removal of invalid items 34 Table The summary of the survey before the removal of invalid items 34 Table The summary of the survey after the removal of invalid items 35 Table 4.1 Percentages of teachers’ priority for ICT integration 38 Table Comparison of Mean values of prioritized effects of ICT integration that support learning 39 Table EFL teachers’ priority for learning supporting effects of ICT integration 40 Table 4 The comparison between the perceived learning usefulness of effect and that of the situations having the effect 49 Table The correlation between perceived learning usefulness of effect and that of the situations having the effect 50 Table The comparison between the perceived learning usefulness of effect and that of the situations having the effect 51 Table The correlation between perceived learning usefulness of effect and that of the situations having the effect 51 Table The comparison between the perceived learning usefulness of effect and that of the situations having the effect 52 viii Table The correlation between perceived learning usefulness of effect and that of the situations having the effect 53 Table 10 The comparison between the perceived learning usefulness of effect and that of the situations having the effect 54 Table 11 The correlation between perceived learning usefulness of effect and that of the situations having the effect 54 Table 12 The comparison between the perceived learning usefulness of effect and that for the situations having the effect 55 Table 13 The correlation between perceived learning usefulness of effect and that of the situations having the effect 55 Table 14 The comparison between the perceived learning usefulness of effect and that of the situations having the effect 56 Table 15 The correlation between perceived learning usefulness of effect and that of the situations having the effect 56 Table 16 The comparison between the perceived learning usefulness of effect and that for the situations having the effect 57 Table 17 The correlation between perceived learning usefulness of effect and that of the situations having the effect 58 Table 18 Correlation between EFL teachers’ perceived learning usefulness of each effect and of situations having that effect 59 Table 19 Mean values of perceived usefulness of effects from largest to smallest and those of situations having the effects 65 Table The use of the modified SAMR model in solving the inconsistency of the old model73 105 Tình 11: Giáo viên đưa học sinh đọc yêu cầu đọc xong khoảng thời gian định, sau giáo viên cho học sinh chơi trò chơi Kahoot trả lời câu hỏi liên quan đến đọc để kiểm tra độ hiểu nhớ thông tin học sinh Tác dụng mong muốn / Mức độ hữu dụng cho học tập tình giáo viên dùng cơng nghệ E2 Tạo trị chơi cho học E6 Tạo hứng thú cho học tập Nhìn chung tình sử dụng cơng nghệ hữu dụng cho việc học mức độ nào? hữu dụng hữu dụng 106 APPENDIX 2: THE INTERVIEW The interview in English What you prioritize the most when you choose a technological tool in teaching to help students learn? Do you have any suggestions of any technology ideas that you want to apply to help your students learn better? The 3rd part of the interview was tailored to each participant as detailed in in Table below Note: Tn is teacher n Table Main interview questions in English based on the survey’s result Participant T1 Main interview questions for part (3) related to the survey result - For situation 9, the teacher uses Quizlet to compile word lists for students to learn and then give them Quizlet live games in class Can you explain why you rated that use of technology at average level as regards support for learning? - Situation 11: For Kahoot use for answering reading comprehension question, why you rate fairly high in support for learning? - Situation 2: For the use of LMS to create extensive reading content, cound you explain your rating of average in regards to support for learning? T2 - For situation 5, to make up for a canceled class of speaking, the teacher uses Zoom or Skype to teach students online You rated this use of technology at fairly high level in supporting learning Could you explain that rating? T3 - When using tech, u have priority for students' creation of artefacts and learn through that process? - Could you explain why you rated using games for teaching to assist learning at average level? - Situation 9: The use of Quizlet to help learner learn vocab, play games in class: rate this quite high? In situation 5, you rated the usefulness of the teaching on Skype or Zoom to replace an offline class at high level of learning support for students Why? - 107 Participant Main interview questions for part (3) related to the survey result - In situation 11, the teacher uses Kahoot to play games of reading comprehension after they read the text in a limited time Could you explain why you rated this quite high? T4 - For situation 5, to make up for a canceled class of speaking, the teacher uses Zoom or Skype to teach students online You rated this use of technology at fairly high level in supporting learning Could you explain that rating? T5 - For situation 5, the teacher uses Skype or Zoom to deliver a make-up class for students You rate this use of technology to help the learning of students quite high Can you explain? T6 - For situation 5, to make up for a canceled class of speaking, the teacher uses Zoom or Skype to teach students online You rated this use of technology at fairly high level in supporting learning Could you explain that rating? T7 - Situation 1: the teacher plays a recording for students and then let them listening comprehension questions in a Kahoot game The number of correct and incorrect answers is shown on the screen You rated this use of technology at the average level for learning support Could you explain you rating? - For situation 5, the teacher uses Skype or Zoom to deliver a make-up class for students You rate this use of technology to help the learning of students quite high Can you explain? - What are the discrepancy between online classes on Zoom or Skype and offline classes? - The first situation is that the teacher plays a recording for students to listen and after that they are given a Kahoot game to answer listening comprehension questions The number of correct and wrong answers are shown in the screen after each question You rated this use of technology at fairly high level in supporting learning Could you explain that rating? For situation 5, to make up for a canceled class of speaking, the teacher uses Zoom or Skype to teach students online You rated this use of technology at high level in supporting learning Could you explain that rating? T8 - T9 - What is your idea about activities with games in Kahoot or Quiziz? - How you evaluate Moodle? Is it necessary to use it in teaching? How you describe Quizlet? Interview questions in Vietnamese (1) Anh/chị ưu tiên điều chọn công nghệ giúp hỗ trợ việc học cho học sinh? 108 (2) Anh/chị có đề xuất gợi ý ý tưởng sử dụng công nghệ để giúp học sinh anh chị học tốt không? (3) Các câu hỏi liên quan đến phiếu khảo sát tóm tắt bảng Table sau đây: Table Main interview questions in Vietnamese based on the survey’s result Participant T1 T2 T3 Main interview questions for part (3) related to the survey result - Với tình 9, giáo viên dùng Quizlet để tạo danh sách từ vựng u cầu học sinh học lúc họ muốn, sau trị chơi từ vựng Quizlet live lớp để củng cố từ vựng Anh/chị giải thích anh/chị đánh giá mức hữu dụng hỗ trợ học tập việc dùng công nghệ mức Trung Bình khơng? - Tình 11: Giáo viên đưa học sinh đọc yêu cầu đọc xong khoảng thời gian định, sau giáo viên cho học sinh chơi trị chơi Kahoot trả lời câu hỏi liên quan đến đọc để kiểm tra độ hiểu nhớ thông tin học sinh Anh chị đánh giá tình mức hữu dụng hỗ trợ học tập cao sao? - Tình 2: Giáo viên tạo hệ thống quản lý học tập Moodle tập đọc mở rộng theo sở thích (extensive reading) từ báo có giải thích từ vựng, sau u cầu học sinh đăng nhập vào tài khoản Moodle đọc bà trả lời câu hỏi đọc hiểu ngày Vì anh/chị đánh giá mức hữu dụng hỗ trợ học tập tình mức trung bình? - Tình 5: để bù cho lớp học kĩ nói bị hủy trường, giáo viên tổ chức lớp học mạng sử dụng Skype, Zoom or Google Hangout Anh/chị đạnh giá mức hữu dụng hỗ trợ học tập tình cao sao? - Khi sử dụng cơng nghệ, anh/chị có ưu tiên cho học sinh tạo sản phẩm video, tờ rơi, v.v khơng? - Anh/chị giải thích anh/chị đánh giá tất tình có trị chơi giúp học tập mức hữu dụng trung bình cho học tập khơng? - - - Với tình 9, giáo viên dùng Quizlet để tạo danh sách từ vựng yêu cầu học sinh học lúc họ muốn, sau trị chơi từ vựng Quizlet live lớp để củng cố từ vựng Anh/chị giải thích anh/chị đánh giá mức hữu dụng hỗ trợ học tập việc dùng cơng nghệ mức cao khơng? Tình 5: để bù cho lớp học kĩ nói bị hủy trường, giáo viên tổ chức lớp học mạng sử dụng Skype, Zoom or Google Hangout Anh chị đánh giá mức hữu dụng hỗ trợ học tập mức Anh chị giải thích cho đánh giá khơng? Tình 11: Giáo viên đưa học sinh đọc yêu cầu đọc xong khoảng thời gian định, sau giáo viên cho học sinh chơi trị chơi Kahoot trả lời câu hỏi liên quan đến đọc để kiểm tra độ hiểu nhớ 109 Participant Main interview questions for part (3) related to the survey result thông tin học sinh Anh chị đánh giá tình mức hữu dụng hỗ trợ học tập cao sao? T4 - Tình 5: để bù cho lớp học kĩ nói bị hủy trường, giáo viên tổ chức lớp học mạng sử dụng Skype, Zoom or Google Hangout Anh chị đánh giá mức hữu dụng hỗ trợ học tập mức cao Anh chị giải thích cho đánh giá khơng? T5 - T6 - T7 - Tình 5: để bù cho lớp học kĩ nói bị hủy trường, giáo viên tổ chức lớp học mạng sử dụng Skype, Zoom or Google Hangout Anh chị đánh giá mức hữu dụng hỗ trợ học tập mức cao Anh chị giải thích cho đánh giá khơng? Tình 5: để bù cho lớp học kĩ nói bị hủy trường, giáo viên tổ chức lớp học mạng sử dụng Skype, Zoom or Google Hangout Anh chị đánh giá mức hữu dụng hỗ trợ học tập mức cao Anh chị giải thích cho đánh giá khơng? Tình 1: Giáo viên cho học sinh nghe đoạn nghe sau cho trả lời câu hỏi nghe hiểu Kahoot.it Số học sinh trả lời xác trả lời sai lên hình Anh/ chị đánh giá mức hữu dụng hỗ trợ học tập tình mức trung bình sao? Tình 5: để bù cho lớp học kĩ nói bị hủy trường, giáo viên tổ chức lớp học mạng sử dụng Skype, Zoom or Google Hangout Anh chị đánh giá mức hữu dụng hỗ trợ học tập mức cao Anh chị giải thích cho đánh giá không? Sự khác biệt lớp học mạng qua Skype Zoom với lớp học truyền thống trường gì? Tình 1: Giáo viên cho học sinh nghe đoạn nghe sau cho trả lời câu hỏi nghe hiểu Kahoot.it Số học sinh trả lời xác trả lời sai lên hình Anh/ chị đánh giá mức hữu dụng hỗ trợ học tập tình mức cao sao? Tình 5: để bù cho lớp học kĩ nói bị hủy trường, giáo viên tổ chức lớp học mạng sử dụng Skype, Zoom or Google Hangout Anh chị đánh giá mức hữu dụng hỗ trợ học tập mức cao Anh chị giải thích cho đánh giá không? - T8 - - T9 - Anh/chị nghĩ hoạt động trị chơi với Kahoot, Quizziz? Anh chị có đánh giá hệ thống quản lý học tập Moodle? Có cần thiết dùng hệ thống cho giảng dạy khơng? Anh chị mô tả Quizlet không? Cách dùng, công dụng? 110 APPENDIX 3: DEMOGRAPHICS OF THE PARTICIPANTS Table Statistics about the workplace of the participants Workplace of participants College/University English center High school & others Number 16 Percentage 89% 28% 0% Table Statistics about the participants’ involvement in teaching throughout EFTIN’s history Number of classes class classes classes classes classes Not teach yet Number of participants 2 Percentage 33% 22% 11% 6% 11% 17% 111 Table The technological tools that the participants claimed to use in their teaching Technological tool Number of participants using the tool Percentage Microsoft office 18 100% Skype 15 83% Facebook 12 67% Zoom 12 67% Quizlet 11 61% Kahoot 10 56% Google classroom 44% Hot potato 17% Mentimeter 17% Google Hangout 17% Quizziz 11% Nearpod 11% Moodle 6% Padlet 6% Piratepad 6% 112 APPENDIX 4: RESULTS OF RELIABILITY TESTS OF THE SURVEY Note: the coding for the items in the following tables is that Ex.y means that Effect x (among the Effects) in Situation y (among 11 Situations) of the survey Table Details of invalid items in the survey After removing invalid items, the Reliability tests of the survey generates the results in the Tables 1-14 below Table Reliability statistics of Effect Cronbach's Alpha Cronbach's Alpha Based on Standardized Items 869 857 N of Items Table Item – Total statistics of Effect Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted E1.4 8.7778 1.595 691 852 E1.7 8.8333 1.206 841 694 E1.8 9.1667 1.088 719 841 Table Reliability statistics of Effect Cronbach's Alpha 689 N of Items 113 Table Item – Total statistics of Effect E2.1 E2.9 E2.11 Scale Mean if Item Deleted 8.2778 8.0556 8.0000 Scale Variance if Item Deleted 1.271 1.114 1.647 Corrected Item-Total Correlation 451 580 535 Cronbach's Alpha if Item Deleted 679 493 603 Corrected Item-Total Correlation 513 702 621 Cronbach's Alpha if Item Deleted 787 601 677 Corrected Item-Total Correlation 658 796 654 567 Cronbach's Alpha if Item Deleted 742 705 753 851 Table Reliability statistics of Effect Cronbach's Alpha 770 N of Items Table Item – Total statistics of Effect E3.3 E3.4 E3.6 Scale Mean if Item Deleted 9.0556 8.6111 8.8889 Scale Variance if Item Deleted 997 958 810 Table Reliability statistics of Effect Cronbach's Alpha 805 N of Items Table Item – Total statistics of Effect E4.3 E4.4 E4.7 E4.8 Scale Mean if Item Deleted 13.3333 12.9444 13.0556 13.5000 Scale Variance if Item Deleted 2.588 2.644 2.761 1.912 Table Reliability statistics of Effect Cronbach's Alpha 713 N of Items 114 Table 10 Item – Total statistics of Effect Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted E5.3 17.6667 3.765 455 676 E5.4 17.3333 3.882 512 669 E5.7 17.5556 3.320 723 588 E5.8 17.7778 2.889 557 627 E5.9 18.1111 3.046 334 767 Table 11 Reliability statistics of Effect Cronbach's Alpha 671 N of Items Table 12 Item – Total statistics of Effect Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted E6.1 20.3889 6.605 393 641 E6.5 20.9444 5.114 471 604 E6.7 20.1111 5.987 413 626 E6.8 20.3333 6.000 383 636 E6.9 20.3333 5.647 357 650 E6.10 20.6667 5.765 431 619 115 Table 13 Reliability statistics of Effect Cronbach's Alpha 756 N of Items Table 14 Item – Total statistics of Effect Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted E7.2 25.0000 8.353 361 748 E7.3 24.8889 8.105 461 729 E7.5 25.1111 7.516 434 738 E7.7 24.7222 8.448 398 741 E7.8 25.0000 7.176 608 694 E7.9 24.9444 7.232 489 724 E7.10 25.0000 7.882 611 703 116 Table 15 Mean scores of perceived learning usefulness of effects of ICT integration Facilitating students’ learning through the creation of artefacts with technological tools Creating games for the lesson Creating conditions for learning with authentic language Integrating language skills Encouraging collaborative learning Motivating learning Providing convenience of space and time Mean 4.4630 4.0556 4.4259 4.4028 4.4222 4.0926 4.1587 N 54 54 54 72 90 108 126 Std Deviation 63582 68451 56974 66417 68659 79175 70895 Table 16 Mean scores of perceived learning usefulness of situations having the effects of ICT integration Situations having the effect of facilitating students’ learning through the creation of artefacts with technological tools Situations having the effect of creating games for the lesson Situations having the effect of creating conditions for learning with authentic language Situations having the effect of integrating language skills Situations having the effect of encouraging collaborative learning Situations having the effect of motivating learning Situations having the effect of providing convenience of space and time Mean 4.3333 3.9444 4.3333 4.2778 4.2444 3.9815 4.0317 N 54 54 54 72 90 108 126 Std Deviation 64428 71154 54944 63295 67560 77317 73687 117 APPENDIX 5: LETTER TO PARTICIPANTS AND CONSENT FORM RESEARCH PROJECT’S INFORMATION Project Title: SAMR Model’s Modification: A Case Study of EFL Teachers’ Perception about Learning Usefulness of ICT Integration Investigator: Mr Nguyen Xuan Minh Master’s student, Open University Ho Chi Minh City minhnx.158t@ou.edu.vn (84) 905810069 Supervisor: Dr Le Hoang Dung Dear participants, You are invited to participate in a research project about EFL teachers Please read the information below carefully below deciding to take part in it I am Nguyen Xuan Minh, a Master’s student at Open University Ho Chi Minh city As part of the fulfilment of the Master’s degree, I am required to conduct a study for my thesis writing The research project is about the perception of teachers on the learning usefulness of the itegration of information communication technology (ICT) You are approached because you are a teacher in EFTIN, a group of dynamic teachers teaching online via technological tools Your frequent use of technology for teaching makes you a potential participant who is expected to give good insight into ICT use for the research There is no risk or benefits in return for your participation, but you will have chances to explore more about how to use technology at high levels in the specific lessons you teach As a result, this study can promote better technology integration into your teaching of English 118 The collected data will exclusively serve the purposes of this study and will be kept confidential with pseudo names and your personal information concealed Any disclosure of your personal information is only allowed in case (1) a court order requires it, (2) you provide the researchers with a written permission, or (3) it is to protect you or others from harm The results of this study may be published in conference proceedings or journals You have the right to withdraw your participation or any unprocessed data at any time, provided it can be reliably identified, and that this action will not increase the risk to you or other participants in the study You have the right to have any questions answered at any time Please not hesitate to contact me, Nguyen Xuan Minh (Mr.) at xuanminhau@gmail.com if you have any questions about the project Yours sincerely, Nguyen Xuan Minh 119 CONSENT FORM I have received explanation and have read information about the project I agree to be a participant in the research project I agree:  To the survey  To attend one interview YES NO I acknowledge that:  I join the project voluntarily and can leave the project or request the expunction of data related to me at any time (unless procedures must be followed for safety reasons)  The confidentiality of my personal information will be ensured, and private information can only be disclosed with my consent or required by law  The project may not be of direct benefit to me  The data will be in protection during and after the the project Data collected in the project may be used for publications Any information related to my identity will not be published Participant’s Consent Participant’s name: _ Date: _ Signature: _Email: ... that went against the categorization of similar situations in the literature of SAMR model In addition, the participants were also asked to talk about some ICT applications in actual teaching and...MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY NGUYEN XUAN MINH SAMR MODEL’S MODIFICATION: A CASE STUDY OF EFL TEACHERS’ PERCEPTION ABOUT THE LEARNING USEFULNESS OF ICT INTEGRATION. .. levels of SAMR model and contributes to the literature the criteria of advanced ICT integration in the order of learning usefulness from empirical data of EFL teachers’ perspective to solve the