Nguyen Huu Hoang
ABSTRACT
This qualitative study explores the experiences of 12 tertiary English as a Foreign Language (EFL) teachers from four diverse universities (two public and two private) in northern Vietnam navigating technology integration during COVID-19's transition to an endemic phase. The study employed a multi-method design, utilizing semi-structured interviews and document
analysis of teaching materials and lesson plans. Participants were purposively sampled to capture varying teaching experiences, EFL specializations, and institutional contexts. Teachers faced challenges like unreliable internet connectivity, yet employed innovative strategies such as creating interactive digital materials, utilizing learning management systems, and leveraging multimedia resources. The transition to an endemic phase involved a shift towards hybrid learning models, with a combination of in-person and online instruction. The study highlights the critical need for improved technological infrastructure and comprehensive professional development to support teachers in the digital era. Findings suggest addressing these needs is essential for successful technology integration, offering insights for educational policy and practice. Moreover, the study reveals that teachers' adaptations and the integration of technology had a notable impact on students' learning experiences, fostering increased engagement and facilitating more interactive and dynamic learning environments.
Key words: tertiary EFL teachers, experience, ICT integration, COVID-19 pandemic
DOI: 10.30397/TJTESOL.202504_22(1).0002
 02-Tertiary EFL Teachers’ Experience in ICT Integration.pdf | [ ] | 436 kB |