An investigation into ict pedagogical application among efl pre-service teachers of ud-ufls during their teaching practicum at high schools
The integration of educational technology, particularly Information and Communication technology (ICT), is crucial in 21st-century foreign language classrooms. However, most of the previous research overlooked student engagement as a factor when assessing the ICT adoption of the teachers. Ther...
Wedi'i Gadw mewn:
| Prif Awdur: | |
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| Fformat: | Bài viết |
| Iaith: | English |
| Cyhoeddwyd: |
Trường Đại học Ngoại ngữ, Đại học Đà Nẵng
2025
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| Pynciau: | |
| Mynediad Ar-lein: | https://data.ufl.udn.vn/handle/UFL/2129 |
| Tagiau: |
Ychwanegu Tag
Dim Tagiau, Byddwch y cyntaf i dagio'r cofnod hwn!
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| Thư viện lưu trữ: | Trường Đại học Ngoại ngữ - Đại học Đà Nẵng |
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| Crynodeb: | The integration of educational technology, particularly Information and
Communication technology (ICT), is crucial in 21st-century foreign language
classrooms. However, most of the previous research overlooked student engagement
as a factor when assessing the ICT adoption of the teachers. Therefore, drawing upon
the PICRAT model, which underscores both student interaction with technology and
teacher ICT adoption, the research aims to analyze UD-UFLS EFL pre-service
teachers’ use of ICT and student interaction with such technology during their
teaching practicum in teaching English at some high schools in Danang, Vietnam,
based on PICRAT model. The study utilised questionnaires with 28 EFL pre-service
teachers from the University of Danang – University of Foreign Language Studies,
followed by interviews with selected groups of pre-service teachers participants and
the analysis of documentation, including 67 lesson plans, to gather both quantitative
and qualitative data. The findings revealed that most teachers' ICT adoption
predominantly fell within the "Replaces" and “Amplifies” level, indicating a
substitution of traditional teaching methods and improvement in student learning with
ICT tools. Student interaction tended to be passive, with interactive and creative
engagements being less common. Various barriers such as limited ICT resources and
time constraints hindered ICT adoption, suggesting avenues for enhancing its
integration into teaching and learning processes, such as regular updates on ICT
infrastructure, more funds for ICT facilities, high-speed internet connection and
technical staff. |
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