Lecturer Perspectives on ICT

Uptake in Language Teaching in

Vietnam: Current Practice,

Barriers and Suggestions

Dang Xuan Thua,b & Ngo Van Giangb

aLa Trobe University bHanoi University

Outline

Introduction

Research methods

Findings Current practice of ICT use

Barriers to ICT integration

Suggestions

Q&A

Introduction

ICT

Computer-assisted language learning (CALL)

Internet + useful websites

Generic software, e.g.

MS Office

ICT definition

ICT in Vietnams education

Education = top priority

ICT = transform education quality

Target - by 2015, 80% of school

teacher + 100% uni teachers will

use ICT in teaching

School year 2008-2009 = year

of ICT in education.

Hanoi University (HANU) Founded

in 1959

14 language & 3 non-language depts,

7 centres

Public university

Language labs

Computer labs

Lecture theatres

Library

Facilities

Computers

Internet connection

Facilities

Research questions

What is the current use of ICT in language teaching at HANU?

ICT use

What are major barriers to ICT use in language teaching at HANU?

ICT barriers

Research methods

SURVEY

(N =222 lang. lecturers)

INTERVIEWS

(N=43)

Female Male Missing

info Leadership ICT staff

Lang.

lecturers

176

(~80%)

43

(~20%) 3

18

(~41%)

2

(~6%)

23

(~53%)

Mixed methods approach

Theoretical framework

The Unified Theory of Acceptance and Use of Technology Venkatesh, V., Morris, M. G., & Davis, F. D. (2003). User acceptance of information technology:

toward a unified view. MIS Quarterly, 27(3), 425-478

Findings Current ICT Use

Findings Current ICT Use

Major ICT Barriers

Institutional level * Lack of ICT guideline

* Lack of support

* Technical problems

Lecturer level * Limited access

* Lack of ICT training

* Heavy workloads

ICT Barriers Institutional level

Lack of ICT guideline

82.5

81.6

81 81.2 81.4 81.6 81.8 82 82.2 82.4 82.6

The official ICT guideline has not been

well disseminated to all staff in HANU.

HANU has no official document guiding

the use of ICT in teaching and learning.

Percentage of Agree & Agree a little

Well, I have no idea whether we have that [ICT guideline] or not. I really

dont know, but I cannot confirm that there is no such a document. It is I who

have never seen or read that document. (Interviewee, ID 03)

ICT Barriers Institutional level

Lack of specific support

59.2

48.2

0 20 40 60 80

I do not receive strong support for ICT

use from HANU leaders.

I do not receive strong support for ICT

use from the leaders of my

Department/Centre.

Percentage of Agree & Agree a little

We only receive unofficial praise or our students pass on good words to

others, thats all. Perhaps we dont receive any material incentives

(Interviewee, ID22)

ICT Barriers Institutional level Technical problems

85.1

84.3

80.6

79.3

68.3

0 20 40 60 80 100

The speed of Internet connection at HANU

discourages teachers from using ICT.

HANU computers often have technical problems.

Technical problems often happen and waste a lot

of time in lessons.

Computer software is not updated by HANU on a

regular basis.

Most of HANU computers do not have software

for purposeful language teaching.

Percentage of Agree & Agree a little

Our internet bandwidth is probably not very broad so the waiting time is long.

Our regular joke is that after we command the computer to do something, it

takes a long time for the computer to think, long enough for us to do many

things before what we command appears on the computer screen.

(Interviewee, ID 41)

ICT Barriers Lecturer level Limited access to ICT facilities

96.6

93.8

93.8

83.4

75 80 85 90 95 100

Only some classrooms at HANU are equipped

with computers and internet connection.

Teachers have to share HANU computers with

others.

HANU computers are concentrated in computer

labs and in the library.

Teachers have limited access to HANU

computers.

Percentage of Agree & Agree a little

ICT Barriers Lecturer level

Lack of ICT training

83.6

77.1

73.4

65 70 75 80 85

The frequency of ICT training courses at

HANU does not meet my need.

The contents of ICT training courses at

HANU do not meet my need.

ICT training is not customised according to

the actual level of ICT skills of HANU

teachers.

Percentage of Agree & Agree a little

ICT Barriers Lecturer level

Heavy workloads, time & money

66.8

62.7

51.7

0 20 40 60 80

It is very time consuming to use ICT in

lesson preparation.

I believe that ICT increases workloads for

teachers.

For me, it is expensive to use ICT in

teaching.

Percentage of Agree & Agree a little

Lets look at their workloads; they have many hours of classroom teaching, a

lot of lesson preparations, and on top of that they have to teach extra classes

to supplement familys income. All that affects their time availability to learn

how to use ICT. (Interviewee, ID 38)

Suggestions

ICT plan with clear vision & wide dissemination

Teacher-centred ICT training + online depository of training sessions

Incentives for ICT integration

Q & A Your questions & comments are appreciated

Contact

Dang Xuan Thu

Email: xtdang@students.latrobe.edu.au

Ngo Van Giang

Email: gianghanuvn@gmail.com

Acknowledgements

Sincere thanks go to:

o Dr. Howard Nicholas & Prof. Ramon Lewis for their academic guidance, &

o HANU staff for participating in this study