This document summarizes a study on ICT (information and communications technology) training and use among foreign language teachers at a university in Vietnam. It finds that while most teachers receive some ICT training, it is often brief and focuses on basic skills like word processing and PowerPoint. Teachers most commonly use ICT for lesson preparation and classroom teaching through tools like Internet searching, word processing and PowerPoint presentations. The study concludes that ongoing, hands-on ICT training tailored to specific skills and frameworks could help teachers integrate ICT more effectively.

1. ICT Training & ICT Use Among
Vietnamese Foreign Language Teachers
Xuan Thu Dang,
Howard Nicholas &
Ramon Lewis
Faculty of Education,
La Trobe University
Australia

2. Outline
• Aim of presentation
• Brief description of the study
• ICT training
• ICT use
 For lesson preparation
 For classroom teaching
• Conclusions and implications
• Contact details
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3. Aim of presentation
To present and share the results about ICT
training and ICT use in foreign language teaching
which form one section of a case study
investigating factors affecting ICT uptake by
foreign language teachers at a university in
Vietnam.
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4. ICT definition
Software
(Generic +
CALL)
Computers Internet
ICT
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5. Brief description of the study
HANU
Public university;
Founded in 1959
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6. Research context
Partnerships with USA, Australia, UK, Japan & others
www.hanu.edu.vn 250 computers in
the main library
12 computer labs
with 520 computers
18 language labs
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7. Mixed methods
Technical facilities
Females: ~80% Males: ~20%
Survey ICT training
(n = 222)
ICT use
Leadership ICT enablers & barriers
Semi-structured
Interviews ICT experts
(n=43) Lang. Teachers ICT good practices
Demographics
Data collection in the year 2010
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8. Results
ICT ICT
Training Use
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9. ICT training
31.10% Self-learning
Learning from
89.20%
Forms of training colleagues
Attending
70.70% university-based
training
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10. ICT training content
Internet search 40.20%
Word processing 36.60%
PowerPoint 34.10%
Audio editing 26.80%
E-lecture making 26.80%
Spreadsheet 14.60%
Video editing 11%
0% 5% 10% 15% 20% 25% 30% 35% 40% 45%
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11. ICT training vs. Ease of use
120
100
80
Percent
60
97.1 98.4 98.3
40 Training content
76.2
60.9 65
52.2 So so + Easy
20
11 14.6 26.8 26.8 34.1 36.6 40.2
0
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12. ICT training
Duration of ICT training during 2009-2010
not sure 47.4
1-5 hours 25.6
6-10 hours 17.9
over 20 hours 5.1
11-15 hours 3.8
0 10 20 30 40 50
Percent
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13. ICT training
Top Face-to-
Not
down face
recorded
approach mode
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14. ICT use
ICT users: 91.2%
ICT non-users: 8.8%
For lesson
preparation
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15. ICT for lesson preparation
Word processing 89.2
Internet search 81.1
Internet download 73
PowerPoint presentation 70.7
Email 65.3
Web browser 55
Voice recording 39.2
Audio editing 30.2
Spreadsheet 27.5
Education blogs 25.2
Mindmapping 18.5
Movie making 16.2
E-lecture making 9.9
Video editing 9.9
Photo editing 9
Voice chat 8.1
Hot potatoes 7.7
Screencasting 6.3
Video conferencing 5
Podcast 3.6
ICT Tools for lesson preparation
Voicethreads 1.8
0 10 20 30 40 50 60 70 80 90 100
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16. Main ICT tools for preparation
Word processing 89.20%
Internet search 81.10%
Internet download 73%
PowerPoint presentation 70.70%
Email 65.30%
Web browser 55%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
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17. ICT for preparation vs. ICT training
Main ICT tools for preparation + Ease of use ICT training content & Ease of use
98.4 98.3
Word processing 89.2
Internet search 40.2
Word 98.4
98.3
Internet search 81.1
processing 36.6
97.1
PowerPoint
Internet 98 34.1
download 73
76.2
So so + Easy Audio editing 26.8 So so + Easy
97.1
PowerPoint Main ICT tools for Training content
70.7 preparation E-lecture 65
making 26.8
99.3
Email 60.9
65.3 Spreadsheet 14.6
96.7 52.2
Web browser 55
Video editing 11
0 50 100 150
0 20 40 60 80 100 120
Percent
Percent
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18. ICT for classroom teaching
Listening 94
Speaking 59
Reading 27
Interpreting 25
Vocabulary 21
Writing 17
Cultures & Civilisation 16
Pronunciation 15
Translation 14
Grammar 13
Literature 9
Lexicology 6 ICT use according to subjects/skills
Phonetics 6
0 10 20 30 40 50 60 70 80 90 100
Frequency counts (n)
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19. ICT for classroom teaching
PowerPoint presentation 65.3
Internet search 40.5
Web browser 36.5
Word processing 33.8
Voice recording 31.1
Internet download 22.1
Audio editing 14.4
Email 13.1
Mindmapping 8.1
Video conferencing 6.3
Education blogs 5
E-lecture making 5
Hot potatoes 3.6
Excel 3.6
Screencasting 3.2
Photo editing 3.2
Video editing 3.2
Movie making 3.2
Voice chat 2.3 ICT Tools for classroom teaching
Podcast 1.8
VoiceThreads 0.9
0 10 20 30 40 50 60 70
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20. Main ICT tools for teaching
PowerPoint presentation 65.3
Internet search 40.5
Web browser 36.5
Word processing 33.8
Voice recording 31.1
Internet download 22.1
0 10 20 30 40 50 60 70
Percent
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21. ICT for teaching vs. ICT training
ICT for teaching & Ease of use ICT training content & Ease of use
97.1 98.3
PowerPoint Internet search 40.2
65.3
Word 98.4
98.3
Internet search processing 36.6
40.5
97.1
PowerPoint 34.1
96.7
Web browser 36.5
76.2
Audio editing 26.8
So so + Easy So so + Easy
98.4
Word processing ICT for teaching Training content
33.8 E-lecture 65
making 26.8
92.3
Voice recording 31.1 60.9
Spreadsheet 14.6
Internet 98
52.2
download 22.1 Video editing 11
0 20 40 60 80 100 120 0 50 100 150
Percent Percent
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22. Correlations
ICT for classroom teaching <-> ICT training (r = .216, p = .001)
ICT for classroom teaching <-> ICT confidence (r = .152, p = .025)
ICT for classroom teaching <-> ICT competence (r = .196, p = .004)
ICT confidence <-> ICT competence (r = .815, p = .000)
ICT ease of use <-> ICT usefulness (r = .454, p = .000)
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23. Conclusions
ICT training:
• On-going process
• Top-down approach
• Foundational : Word, PowerPoint, internet search
ICT use:
• For lesson preparation: internet search + word
processing + PowerPoint
• For classroom teaching: PowerPoint + internet
search + word processing + voice recording
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24. Implications
ICT training:
• Bottom-up approach
• Adopting and adapting relevant frameworks, e.g.
• TESOL technology standards framework (2009)
www.tesol.org/docs/books/bk_technologystandards_framework_721.pdf
• UNESCO ICT competence framework for teachers (2011)
http://unesdoc.unesco.org/images/0021/002134/213475e.pdf
• Building up online repository of video training resources similar
to http://www.teachertrainingvideos.com/
• Promoting peer support
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25. Implications
ICT use:
• Adopting and adapting relevant guidelines, e.g.
• Integrating ICT into language learning and teaching: Guide for
tutors + institutions (2008)
http://webh01.ua.ac.be/odlac/guides/3b-GUIDES-TUTORS-EN.pdf
http://webh01.ua.ac.be/odlac/guides/4b-GUIDES-INSTITUTIONS-EN.pdf
• Improving access to ICT facilities, especially internet connection
• Providing appropriate incentives , e.g. sending teachers to
conferences , official recognition...
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26. My belief
“ W h i l e I C T ca n n e ve r re p l a c e
te a c h e rs , t h o s e te a c h e rs w h o k n o w h o w to
u s e I C T effe c t i ve l y i n t h e i r te a c h i n g w i l l b e
m u c h m o re a d va nta ge o u s t h a n te a c h e rs w h o
d o n o t u s e I C T.”
Xuan Thu Dang, 2012
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27. Contact details
Corresponding author:
Xuan Thu Dang
Email 1: xtdang@students.latrobe.edu.au
Email 2: thuict@gmail.com
Websites:
http://latrobe.academia.edu/XuanThuDang &
http://www.researchgate.net/profile/XUAN_THU_DANG/
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28. Thank you!
Acknowledgements
• We’d like to thank HANU
leadership, language teachers and
ICT staff for their participation in this
study.
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