INVESTIGATING VIETNAMESE TERTIARY EFL TEACHERS’ LEVELS OF INFORMATION AND COMMUNICATION TECHNOLOGY INTEGRATION THROUGH THE LENS OF THE SAMR MODEL
Main Article Content
Abstract
This study investigated the integration of technology by Vietnamese tertiary EFL teachers, focusing on the SAMR model's levels: Substitution, Augmentation, Modification, and Redefinition. Involving seven teachers, each underwent three observations and a subsequent interview during the second semester of the academic year 2022-2023. The interviews, structured around open-ended questions aligned with the SAMR framework, aimed to elucidate the observed technology use. Findings indicated a predominant reliance on basic functionalities of tools like PowerPoint and Microsoft Word, with Information and Communication Technology (ICT) integration primarily at the substitution and augmentation levels. This suggests a foundational proficiency in ICT use among teachers, yet confined to basic applications with limited pedagogical innovation. The results highlight the imperative for targeted professional development to enhance EFL teachers' ICT skills and foster innovative teaching approaches, facilitating a paradigm shift in technology integration within educational practices.
Article Details
Keywords
EFL teachers, ICT integration, levels, SAMR model
References
Albugami, S. (2016). Developing a strategic approach to ICT implementation in Saudi secondary schools. [Doctoral dissertation, University of Salford].
Alivi, J. (2019, December 19). A review of TPACK and SAMR models: How should language teachers adopt technology? Journal of English for Academic and Specific Purposes (JEASP), 2(2), 1-11. https://doi.org/10.18860/jeasp.v2i2.7944
Batiibwe, M. S., Bakkabulindi, F. E., & Mango, J. M. (2017, February 1). Application of the technological, pedagogical, and content knowledge framework in a positivist study on the use of ICT in pedagogy by teachers of mathematical disciplines at Makerere University: A conceptual paper. Makerere Journal of Higher Education, 8(2), 115. https://doi.org/10.4314/majohe.v8i2.3
Boonmoh, A., Jumpakate, T., & Karpklon, S. (2022). A Close Look at the Use of Technology by Thai Teachers in Secondary EFL Classrooms. CALL-EJ, 23(1), 78–107.
Budiman, A. B., Rahmawati, R., & Ulfa, R. A. (2018, September 21). EFL teacher’s belief and practice on integrating ICT in the classroom: A case study on the implementation of SAMR Model in teaching reading descriptive text at MA Assalam, Sukoharjo. Journal Penelitian Humaniora, 19(2), 39-51. https://doi.org/10.23917/humaniora.v19i2.6809
Cepeda-Moya, V. E., & Argudo-Serrano, J. C. (2022, June 30). Teachers’ and students’ perceptions on introducing the SAMR model into their classroom. Revista Arbitrada Interdisciplinaria Koinonía, 7(1), 65. https://doi.org/10.35381/r.k.v7i1.1679
Ciampa, K., & Gallagher, T. L. (2013, October). Getting in Touch: Use of Mobile Devices in the Elementary Classroom. Computers in the Schools, 30(4), 309-328. https://doi.org/10.1080/07380569.2013.846716
Creswell, J. W., & Poth, C. N. (2018, December 19). Qualitative Inquiry and Research Design. SAGE Publications.
Dang, X. T. (2013, August 28). ICT in Foreign Language Teaching in an innovative university in Vietnam: Current practices and factors affecting ICT use. [Doctoral dissertation, La Trobe University].
DeCoito, I., & Richardson, T. (2018). Teachers and Technology: Present Practice and Future Directions. Contemporary Issues in Technology and Teacher Education (CITE Journal), 18(2), 362-378.
Donnelly, D., McGarr, O., & O’Reilly, J. (2011, September). A framework for teachers’ integration of ICT into their classroom practice. Computers & Education, 57(2), 1469-1483. https://doi.org/10.1016/j.compedu.2011.02.014
Eger, L., Klement, M., Tomczyk, U., Pisoňová, M., & Petrová, G. (2018, October 15). Different user groups of university students and their ICT competence: evidence from three countries in central Europe. Journal of Baltic Science Education, 17(5), 851-866. https://doi.org/10.33225/jbse/18.17.851
Gilakjani, A. (2013, October). Factors Contributing to Teachers’ Use of Computer Technology in the Classroom. Universal Journal of Educational Research, 1(3), 262–267. https://doi.org/10.13189/ujer.2013.010317
Hassanzadeh, A., Kanaani, F., & Elahi, S. (2012, September). A model for measuring e-learning systems success in universities. Expert Systems With Applications, 39(12), 10959-10966. https://doi.org/10.1016/j.eswa.2012.03.028
James, R. (1996, March). CALL and the speaking skill. System, 24(1), 15-21. https://doi.org/10.1016/0346-251x(95)00050-t
Jenkins, C. (2021). Elementary School Teachers’ Implementation of the Substitution, Augmentation, Modification, and Redefinition Model in Their Instruction. [Doctoral dissertation, Walden University].
Johnson, R. B., & Christensen, L. (2014). Educational Research. SAGE Publications.
Jude, L., Kajura, M., & Birevu, M. (2014). Adoption of the SAMR Model to Assess ICT Pedagogical Adoption: A Case of Makerere University. International Journal of E-Education, e-Business, e-Management and e-Learning, 4(2). https://doi.org/10.7763/ijeeee.2014.v4.312
Keengwe, J., & Kang, J. J. (2013). A review of empirical research on blended learning in teacher education programs. Education and Information Technologies, 18(3), 479-493. https://doi.org/10.1007/s10639-011-9182-8
Knezek, G., & Christensen, R. (2016, August 10). Extending the will, skill, tool model of technology integration: adding pedagogy as a new model construct. Journal of Computing in Higher Education, 28(3), 307-325. https://doi.org/10.1007/s12528-016-9120-2
Lawrence, J. E., & Tar, U. A. (2018, January 2). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105. https://doi.org/10.1080/09523987.2018.1439712
Le, M. X. (2015). Lecturers’ Adoption and Integration of Information and Communication Technology in English Teacher Education at Two Universities in the Mekong Delta, Viet Nam. [Doctoral dissertation, The University of Sydney].
Le, X. M., & Vo, K. H. (2015, February 19). Factors Affecting Secondary-School English Teachers’ Adoption of Technologies in Southwest Vietnam. Language Education in Asia, 5(2), 198–215. https://doi.org/10.5746/leia/14/v5/i2/a03/le_vo
Lincoln, Y. S., & Guba, E. G. (1985, April 1). Naturalistic Inquiry. SAGE. http://books.google.ie/books?id=2oA9aWlNeooC&printsec=frontcover&dq=Naturalistic+Inquiry&hl=&cd=1&source=gbs_api
Miles, M. B., Huberman, A. M., & Saldana, J. (2018, December 13). Qualitative Data Analysis. SAGE Publications.
Miles, M. B., Huberman, A. M., & Saldana, J. (2018, December 13). Qualitative Data Analysis. SAGE Publications.
MOET. (2017). Directive No. 345/KH-BGDDT: Implementation of the Project “Increase the Application of Information Technology in Management and Support Teaching - Learning Activities, Scientific Research and Contribution to Increasing Education and Training Quality 2016 - 2020” in 2025. https://moet.gov.vn/content/vanban/Lists/VBDH/Attachments/2264/345-KH-BGDDT%2023-5-2017.pdf
Nim Park, C., & Son, J. B. (2009, January). Implementing Computer-Assisted Language Learning in the EFL Classroom: Teachers’ Perceptions and Perspectives. International Journal of Pedagogies and Learning, 5(2), 80-101. https://doi.org/10.5172/ijpl.5.2.80
Peeraer, J., & Van Petegem, P. (2015, February). Integration or transformation? Looking in the future of Information and Communication Technology in education in Vietnam. Evaluation and Program Planning, 48, 47-56. https://doi.org/10.1016/j.evalprogplan.2014.09.005
Pham, T. T. N, Tan, C. K., & Lee, K. W. (2019). Issues and Challenges in Using ICT for Teaching English in Vietnam. Computer Assisted Language Learning-Electronic Journal, 20(3), 140-155.
Phan, L. K. (2020, October 22). Solutions to Improve the Quality of Higher Education in Vietnam in the Context of Industrial Revolution 4.0. Proceedings of Fifth International Congress on Information and Communication Technology (pp. 529-535). https://doi.org/10.1007/978-981-15-5856-6_52
Puentedura, R. R. (2006). Transformation, technology, and education. Hippasus. Http://hippasus.com/resources/tte/
Rajput, A., Raghuwanshi, R., & Thakur, V. (2015). Innovative green ICT for environmental sustainability. International Journal of Research in Computer Applications and Robotics, 3(5), 115-120.
Ranellucci, J., Rosenberg, J. M., & Poitras, E. G. (2020, June 19). Exploring pre‐service teachers’ use of technology: The technology acceptance model and expectancy–value theory. Journal of Computer Assisted Learning, 36(6), 810-824. https://doi.org/10.1111/jcal.12459
Silverman, D. (2017). Doing Qualitative Research. SAGE.
Stockwell, G. (2007, May). A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL, 19(2), 105-120. https://doi.org/10.1017/s0958344007000225
The Prime Minister (2022, January 25). Decision No. 131/QD-TTg on Approving the Scheme “Strengthening application of information technology and digital transformation in education and training for the period of 2022-2025 with a vision towards 2030”.
Tseng, J. J. (2019, March 15). Do EFL teachers transform their teaching with iPads? A TPACK-SAMR approach. Professional Development in CALL: A Selection of Papers (pp. 71-85). https://doi.org/10.14705/rpnet.2019.28.871
Tunjera, N., & Chigona, A. (2020, July). Teacher Educators’ Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation. International Journal of Information and Communication Technology Education, 16(3), 126-140. https://doi.org/10.4018/ijicte.2020070110
Vandeyar, T. (2013, November). Practice as policy in ICT for education: Catalysing communities of practice in education in South Africa. Technology in Society, 35(4), 248-257. https://doi.org/10.1016/j.techsoc.2013.10.002
Warsen, G., & Vandermolen, R. (2020). When technology works: A case study using instructional rounds and SAMR model. ICPEL Educational Leadership Review, 21(1), 163-177.
Wilson, K. (2021). A Case Study Exploring Student Engagement With Technology As Measured by the ARCS and SAMR Models [Doctoral dissertation, University of South Carolina].
Yin, R. K. (2018, September 27). Case Study Research and Applications. SAGE Publications.
Alivi, J. (2019, December 19). A review of TPACK and SAMR models: How should language teachers adopt technology? Journal of English for Academic and Specific Purposes (JEASP), 2(2), 1-11. https://doi.org/10.18860/jeasp.v2i2.7944
Batiibwe, M. S., Bakkabulindi, F. E., & Mango, J. M. (2017, February 1). Application of the technological, pedagogical, and content knowledge framework in a positivist study on the use of ICT in pedagogy by teachers of mathematical disciplines at Makerere University: A conceptual paper. Makerere Journal of Higher Education, 8(2), 115. https://doi.org/10.4314/majohe.v8i2.3
Boonmoh, A., Jumpakate, T., & Karpklon, S. (2022). A Close Look at the Use of Technology by Thai Teachers in Secondary EFL Classrooms. CALL-EJ, 23(1), 78–107.
Budiman, A. B., Rahmawati, R., & Ulfa, R. A. (2018, September 21). EFL teacher’s belief and practice on integrating ICT in the classroom: A case study on the implementation of SAMR Model in teaching reading descriptive text at MA Assalam, Sukoharjo. Journal Penelitian Humaniora, 19(2), 39-51. https://doi.org/10.23917/humaniora.v19i2.6809
Cepeda-Moya, V. E., & Argudo-Serrano, J. C. (2022, June 30). Teachers’ and students’ perceptions on introducing the SAMR model into their classroom. Revista Arbitrada Interdisciplinaria Koinonía, 7(1), 65. https://doi.org/10.35381/r.k.v7i1.1679
Ciampa, K., & Gallagher, T. L. (2013, October). Getting in Touch: Use of Mobile Devices in the Elementary Classroom. Computers in the Schools, 30(4), 309-328. https://doi.org/10.1080/07380569.2013.846716
Creswell, J. W., & Poth, C. N. (2018, December 19). Qualitative Inquiry and Research Design. SAGE Publications.
Dang, X. T. (2013, August 28). ICT in Foreign Language Teaching in an innovative university in Vietnam: Current practices and factors affecting ICT use. [Doctoral dissertation, La Trobe University].
DeCoito, I., & Richardson, T. (2018). Teachers and Technology: Present Practice and Future Directions. Contemporary Issues in Technology and Teacher Education (CITE Journal), 18(2), 362-378.
Donnelly, D., McGarr, O., & O’Reilly, J. (2011, September). A framework for teachers’ integration of ICT into their classroom practice. Computers & Education, 57(2), 1469-1483. https://doi.org/10.1016/j.compedu.2011.02.014
Eger, L., Klement, M., Tomczyk, U., Pisoňová, M., & Petrová, G. (2018, October 15). Different user groups of university students and their ICT competence: evidence from three countries in central Europe. Journal of Baltic Science Education, 17(5), 851-866. https://doi.org/10.33225/jbse/18.17.851
Gilakjani, A. (2013, October). Factors Contributing to Teachers’ Use of Computer Technology in the Classroom. Universal Journal of Educational Research, 1(3), 262–267. https://doi.org/10.13189/ujer.2013.010317
Hassanzadeh, A., Kanaani, F., & Elahi, S. (2012, September). A model for measuring e-learning systems success in universities. Expert Systems With Applications, 39(12), 10959-10966. https://doi.org/10.1016/j.eswa.2012.03.028
James, R. (1996, March). CALL and the speaking skill. System, 24(1), 15-21. https://doi.org/10.1016/0346-251x(95)00050-t
Jenkins, C. (2021). Elementary School Teachers’ Implementation of the Substitution, Augmentation, Modification, and Redefinition Model in Their Instruction. [Doctoral dissertation, Walden University].
Johnson, R. B., & Christensen, L. (2014). Educational Research. SAGE Publications.
Jude, L., Kajura, M., & Birevu, M. (2014). Adoption of the SAMR Model to Assess ICT Pedagogical Adoption: A Case of Makerere University. International Journal of E-Education, e-Business, e-Management and e-Learning, 4(2). https://doi.org/10.7763/ijeeee.2014.v4.312
Keengwe, J., & Kang, J. J. (2013). A review of empirical research on blended learning in teacher education programs. Education and Information Technologies, 18(3), 479-493. https://doi.org/10.1007/s10639-011-9182-8
Knezek, G., & Christensen, R. (2016, August 10). Extending the will, skill, tool model of technology integration: adding pedagogy as a new model construct. Journal of Computing in Higher Education, 28(3), 307-325. https://doi.org/10.1007/s12528-016-9120-2
Lawrence, J. E., & Tar, U. A. (2018, January 2). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105. https://doi.org/10.1080/09523987.2018.1439712
Le, M. X. (2015). Lecturers’ Adoption and Integration of Information and Communication Technology in English Teacher Education at Two Universities in the Mekong Delta, Viet Nam. [Doctoral dissertation, The University of Sydney].
Le, X. M., & Vo, K. H. (2015, February 19). Factors Affecting Secondary-School English Teachers’ Adoption of Technologies in Southwest Vietnam. Language Education in Asia, 5(2), 198–215. https://doi.org/10.5746/leia/14/v5/i2/a03/le_vo
Lincoln, Y. S., & Guba, E. G. (1985, April 1). Naturalistic Inquiry. SAGE. http://books.google.ie/books?id=2oA9aWlNeooC&printsec=frontcover&dq=Naturalistic+Inquiry&hl=&cd=1&source=gbs_api
Miles, M. B., Huberman, A. M., & Saldana, J. (2018, December 13). Qualitative Data Analysis. SAGE Publications.
Miles, M. B., Huberman, A. M., & Saldana, J. (2018, December 13). Qualitative Data Analysis. SAGE Publications.
MOET. (2017). Directive No. 345/KH-BGDDT: Implementation of the Project “Increase the Application of Information Technology in Management and Support Teaching - Learning Activities, Scientific Research and Contribution to Increasing Education and Training Quality 2016 - 2020” in 2025. https://moet.gov.vn/content/vanban/Lists/VBDH/Attachments/2264/345-KH-BGDDT%2023-5-2017.pdf
Nim Park, C., & Son, J. B. (2009, January). Implementing Computer-Assisted Language Learning in the EFL Classroom: Teachers’ Perceptions and Perspectives. International Journal of Pedagogies and Learning, 5(2), 80-101. https://doi.org/10.5172/ijpl.5.2.80
Peeraer, J., & Van Petegem, P. (2015, February). Integration or transformation? Looking in the future of Information and Communication Technology in education in Vietnam. Evaluation and Program Planning, 48, 47-56. https://doi.org/10.1016/j.evalprogplan.2014.09.005
Pham, T. T. N, Tan, C. K., & Lee, K. W. (2019). Issues and Challenges in Using ICT for Teaching English in Vietnam. Computer Assisted Language Learning-Electronic Journal, 20(3), 140-155.
Phan, L. K. (2020, October 22). Solutions to Improve the Quality of Higher Education in Vietnam in the Context of Industrial Revolution 4.0. Proceedings of Fifth International Congress on Information and Communication Technology (pp. 529-535). https://doi.org/10.1007/978-981-15-5856-6_52
Puentedura, R. R. (2006). Transformation, technology, and education. Hippasus. Http://hippasus.com/resources/tte/
Rajput, A., Raghuwanshi, R., & Thakur, V. (2015). Innovative green ICT for environmental sustainability. International Journal of Research in Computer Applications and Robotics, 3(5), 115-120.
Ranellucci, J., Rosenberg, J. M., & Poitras, E. G. (2020, June 19). Exploring pre‐service teachers’ use of technology: The technology acceptance model and expectancy–value theory. Journal of Computer Assisted Learning, 36(6), 810-824. https://doi.org/10.1111/jcal.12459
Silverman, D. (2017). Doing Qualitative Research. SAGE.
Stockwell, G. (2007, May). A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL, 19(2), 105-120. https://doi.org/10.1017/s0958344007000225
The Prime Minister (2022, January 25). Decision No. 131/QD-TTg on Approving the Scheme “Strengthening application of information technology and digital transformation in education and training for the period of 2022-2025 with a vision towards 2030”.
Tseng, J. J. (2019, March 15). Do EFL teachers transform their teaching with iPads? A TPACK-SAMR approach. Professional Development in CALL: A Selection of Papers (pp. 71-85). https://doi.org/10.14705/rpnet.2019.28.871
Tunjera, N., & Chigona, A. (2020, July). Teacher Educators’ Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation. International Journal of Information and Communication Technology Education, 16(3), 126-140. https://doi.org/10.4018/ijicte.2020070110
Vandeyar, T. (2013, November). Practice as policy in ICT for education: Catalysing communities of practice in education in South Africa. Technology in Society, 35(4), 248-257. https://doi.org/10.1016/j.techsoc.2013.10.002
Warsen, G., & Vandermolen, R. (2020). When technology works: A case study using instructional rounds and SAMR model. ICPEL Educational Leadership Review, 21(1), 163-177.
Wilson, K. (2021). A Case Study Exploring Student Engagement With Technology As Measured by the ARCS and SAMR Models [Doctoral dissertation, University of South Carolina].
Yin, R. K. (2018, September 27). Case Study Research and Applications. SAGE Publications.