This document summarizes a study on ICT uptake in language teaching in Vietnam. It discusses the current practices, barriers, and suggestions based on surveys of 222 language lecturers and interviews with 43 lecturers and staff at Hanoi University. The findings show that lecturers currently use basic ICT tools like PowerPoint but few use online resources. Major barriers include a lack of ICT guidelines, support, and training at the institutional level as well as limited access, training, and time constraints for lecturers. Suggestions include developing an ICT plan, providing incentives and customized training, and establishing an online resource repository. The document concludes with contact details for the authors and acknowledgments.

1. Lecturer Perspectives on ICT
Uptake in Language Teaching in
Vietnam: Current Practice,
Barriers and Suggestions
Dang Xuan Thua,b & Ngo Van Giangb
aLaTrobe University
bHanoi University

2. Outline
 Introduction
 Research methods
 Findings
◦ Current practice of ICT use
◦ Barriers to ICT integration
 Suggestions
 Q&A

3. Introduction
ICT definition
Computer-
assisted language
learning (CALL)
ICT
Generic Internet +
software, e.g. useful
MS Office websites

4. ICT in Vietnam’s education
ICT =
Education = transform
top priority education
quality
Target - by 2015,
80% of school School year
teacher + 100% 2008-2009 = year
uni teachers will of ICT in
use ICT in education.
teaching

5. Hanoi University (HANU)
• Founde
d in
1959 Facilities
• 14 • Computer
languag s
e&3 • Language • Internet
non- labs connectio
languag • Computer n
e depts, labs
• 7 Public • Lecture Facilities
centres
university theatres
• Library

6. Research questions
• What is the current
use of ICT in
ICT use language teaching
at HANU?
• What are major
ICT barriers to ICT use
in language
barriers teaching at HANU?

7. Research methods
Mixed methods approach
SURVEY INTERVIEWS
(N =222 lang. lecturers) (N=43)
Missing Leadershi Lang.
Female Male ICT staff
info p lecturers
23
176 43 18 2
(~53%
(~80% (~20% 3 (~41% (~6%)
)
) ) )

8. 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

9. Findings – Current ICT Use

10. Findings – Current ICT Use

11. Major ICT Barriers
Institutional
Lecturer level
level
* Limited access
* Lack of ICT guideline
* Lack of ICT training
* Lack of support
* Heavy workloads
* Technical problems

12. ICT Barriers – Institutional
level
 Lack of ICT guideline
HANU has no official document guiding
the use of ICT in teaching and 81.6
learning.
The official ICT guideline has not been 82.5
well disseminated to all staff in HANU.
81 81.2 81.4 81.6 81.8 82 82.2 82.4 82.6
Percentage of Agree & Agree a little
“Well, I have no idea whether we have that [ICT guideline] or not. I
really don‟t 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)

13. ICT Barriers – Institutional
level
 Lack of specific support
I do not receive strong support for ICT
use from the leaders of my 48.2
Department/Centre.
I do not receive strong support for ICT 59.2
use from HANU leaders.
0 20 40 60 80
Percentage of Agree & Agree a little
“We only receive unofficial praise or our students pass on good
words to others, that‟s all. Perhaps we don‟t receive any material
incentives” (Interviewee, ID22)

14. ICT Barriers – Institutional
level
 Technical problems
Most of HANU computers do not have
68.3
software for purposeful language teaching.
Computer software is not updated by HANU 79.3
on a regular basis.
Technical problems often happen and waste a
80.6
lot of time in lessons.
HANU computers often have technical 84.3
problems.
The speed of Internet connection at HANU
85.1
discourages teachers from using ICT.
0 20 40 60 80 100
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)

15. ICT Barriers – Lecturer level
 Limited access to ICT facilities
Teachers have limited access to HANU
83.4
computers.
HANU computers are concentrated in
93.8
computer labs and in the library.
Teachers have to share HANU computers
93.8
with others.
Only some classrooms at HANU are
96.6
equipped with computers and internet…
75 80 85 90 95 100
Percentage of Agree & Agree a little

16. ICT Barriers – Lecturer level
 Lack of ICT training
ICT training is not customised according
to the actual level of ICT skills of HANU 73.4
teachers.
The contents of ICT training courses at 77.1
HANU do not meet my need.
The frequency of ICT training courses at 83.6
HANU does not meet my need.
65 70 75 80 85
Percentage of Agree & Agree a little

17. ICT Barriers – Lecturer level
 Heavy workloads, time & money
For me, it is expensive to use ICT in 51.7
teaching.
I believe that ICT increases workloads 62.7
for teachers.
It is very time consuming to use ICT in 66.8
lesson preparation.
0 20 40 60 80
Percentage of Agree & Agree a little
“…Let‟s 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 family‟s income. All
that affects their time availability to learn how to use ICT.
“(Interviewee, ID 38)

18. Suggestions
Incentives for
ICT integration
Teacher-centred
ICT training +
online depository
of training
ICT plan with clear sessions
vision & wide
dissemination

19. Q&A
Your questions & comments are appreciated

20. 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