Technology integration in English language teaching: assessing the digital readiness of Vietnamese high school teachers

The COVID-19 pandemic significantly shifted education from traditional to an online version, which was an emergent state for teachers and students. The substantive situation thus raises the importance of technology integration in education, and teachers are required to update their competencies, respectively. In this regard, the study assessed online teaching competencies of faculty members following, technological pedagogical content knowledge (TPACK) model. Closed-ended surveys were employed for quantitative analysis of randomly selected 256 faculty members from public universities in Karachi, Pakistan. Results indicated that teachers possessed adequate levels of knowledge across all the domains of TPACK. The highest competency was obtained by content knowledge (CK), while technological knowledge (TK) was reported at the lowest level. Furthermore, a significant difference was noted in terms of gender and teaching experience. Correspondingly, the study proposes that the TPACK model should be employed in the professional development programs to develop teachers’ TPACK for integrating information communication and technology in the pedagogical practices. The findings of the study present a constructive overview of teachers’ digital competencies and technology use in teaching and learning in the time of the COVID-19 and also play a significant role in the integration of technology in the post-pandemic time in higher education. The study also suggests relevant educational authorities and policymakers for assessing and enhancing the technological competencies of teachers for quality online education.

The integration of Information and Communication Technology (ICT) in English language educational settings often improves teaching and learning (Tinio, 2016). English language teaching and technology have been seen as interesting new research era. This article reviewed studies on ICT integration in teaching from ten different countries. The aim of this review is to analyze cross cultural findings in order to determine what factors might be best applied to the Indonesia situation to improve English language learning and teaching as well as types of technology might be best adopted for ELT improvement. The articles for the study were found through internet search engine, Google scholar and ERIC in the area of technology integration and technology tools in English language teaching. Thus, the data taken is carefully investigated using inclusion and exclusion criteria. The result of analysis showed that the integration of technology in teaching can improve the experience for students and teachers and improve learning for students.

Exploring the Integration of Technology in English Language Teaching: A Research Study, investigates the multifaceted relationship between technology and English language instruction. This mixed-methods study delves into English language teachers' attitudes, practices, challenges, and aspirations regarding technology integration. A combination of quantitative surveys and qualitative interviews, the study examines the perceptions and experiences of educators at varying levels of technology integration proficiency. Quantitative analyses reveal mean scores and frequencies across dimensions such as technology's role, integration challenges, perceived benefits, and impact on student engagement and learning outcomes. Qualitative provides depth and context, elucidating individual experiences, strategies, and visions for the future. Convergence and divergence between quantitative data and qualitative narratives offer nuanced understandings of technology integration in language education. Findings indicate a generally positive attitude towards technology integration among participants, tempered by challenges such as technical proficiency, resource accessibility, and pedagogical alignment. Despite obstacles, the teachers express a collective vision for technology's transformative potential in language teaching, advocating for innovation, equity, and student-centered learning. The study contributes to the ongoing discourse on technology integration in language education, offering insights for policymakers, practitioners, and researchers striving to harness the benefits of technology for enhanced language learning experiences.

Aim/Purpose: The aim of this study is to propose and test a model in which perceived barriers to technology integration are handled within a broad framework. It can be argued that the proposed model will have the dynamics to examine the studies performed on technology integration in a generic way and to have an important place in explaining the technology barriers at individual and school level under internal and external barriers. This can then be used to minimize such barriers and facilitate technology integration. Background: As seen in previous studies, barriers constitute a complex structure that is encountered in almost every environment for different reasons, affects the teaching-learning process, and contains several variables under primary and secondary barriers. It is thought that exploring this complex structure plays a key role in technology integration. In many studies, it is observed that the barriers are addressed as internal and external aspects but work on such aspects is quite limited. Methodology: Based on the convenience sampling method, the research was planned and conducted in accordance with the relational survey model. A structural regression model was used to examine the barriers that teachers perceive in technology integration. The sample of the study involved 449 teachers working in different branches at nine public schools in the academic year of 2018-2019 at the city center of Kirsehir province, and they participated on a voluntary basis. The number of teachers in the research sample corresponds to 73% of the total number of teachers in Kirsehir. Contribution: The contribution to the literature is proposing and testing a model which can be used to measure technological barriers in technology integration in education considering internal and external factors with a large perspective and holistically. Findings: The findings of the structural regression model used in this study showed that beliefs towards learning-teaching activities (BLTA), beliefs towards the expert support (BES), technological self-efficacy beliefs (TSEB), family resistance (FR), assessment (ASSES), and pedagogical self-efficacy beliefs (PSEB) are located under internal barriers and that lack of vision (LV), lack of money (LM), lack of training (LT), infrastructure (INF), content (CONT), and time (TIME) are all part of external factors. Furthermore, the results showed that external barriers affect the internal barriers directly and positively. Finally, it was observed that beliefs towards change (BC) and lack of leadership (LL) had no effect on internal or external barriers. Recommendations for Practitioners: As the findings of this study were discussed under internal and external barriers to technology integration, the results of the study could shed a light for managers, teachers or candidate teachers within the framework of “technology integration.” The identification of barriers in different settings should be used as the first step in minimizing the impact of such barriers in technology integration in education. Recommendation for Researchers: The work done can form the basis of investigating the impacts of latest technology on education, and necessary dimensions on the technology integration within the context of internal and external factors in the classroom or in a virtual learning environment for further research. Findings should then be used to aid technology integration in education. Impact on Society: The effective and successful technology integration may be reached by minimizing the barriers identified. Future Research: Future research can investigate technological barriers with reference to external variables (e.g., motivation, acceptance, satisfaction) using the developed scale. The findings can then be used to eliminate the barriers and facilitate technology integration.

The integration of technology into economics education has the potential to enhance teaching and learning experiences, yet its adoption remains inconsistent in South African schools. This study investigates how teachers in high schools access, use, and integrate digital technologies into their instructional practices. The Technological Pedagogical Content Knowledge (TPACK) framework underpins the study, providing a lens to examine teachers' digital competencies, institutional challenges, and professional development needs. A systematic literature review (SLR) was conducted, drawing on peer-reviewed studies from 1990 to 2025, sourced from Google Scholar, Scopus, and Web of Science. Using thematic analysis, five core themes were identified: (1) Teachers' digital competencies, (2) Challenges of ICT integration, (3) Institutional and policy support, (4) Student engagement and learning outcomes, and (5) Professional development in digital pedagogy. Findings reveal that while most teachers recognise the benefits of technology, access remains unequal, particularly in under-resourced schools. Moreover, teachers with access to digital resources exhibit higher confidence and engagement levels. However, insufficient training, lack of infrastructure, and minimal institutional support hinder effective ICT adoption. The study highlights the need for targeted professional development, policy reforms, and investment in digital infrastructure to enhance technology integration in economics classrooms. By providing a systematic synthesis of existing research, this study contributes to the discourse on improving digital literacy and pedagogical effectiveness among economics teachers in KwaZulu-Natal.

Purpose of the study: The purpose of this study is to assess Student Satisfaction and Technology Integration in Teaching and Learning: The Case of University Education in Namibia. The concept of customer satisfaction has attracted much attention in recent years. Institutions of higher education are accountable for their performance to their trustees, state boards, accreditation agencies, employees, parents, and of course, their students. Students are the reason for the existence of Institutions of higher education. Hence Student satisfaction should be the core business of such institutions. Yet despite a large body of research literature examining customer satisfaction and student satisfaction for that matter, researchers have not fully investigated the relationship between student satisfaction and technology integration in teaching and learning. This study explores the Challenges faced by academics in terms of technology integration in teaching and learning. It further assesses Students’ Satisfaction in relation to Technology Integration in Teaching and Learning as well as the relationship between the use of technology in teaching and learning and Students Satisfaction. Research Methodology: This is a correlation cross-sectional quantitative survey. Responses were obtained from a 200 valid random sample comprising of Students and Lecturers at one of the major public Universities in Namibia. The responses were analysed using SPSS version 23. Both descriptive and inferential statistics were used to examine the research questions. Descriptive statistics were used to report demographic information and for inferential statistics, the principal components analysis (PCA) was used. Further, in order to explore the relationships between Student Satisfaction and Technology Integration in Teaching and Learning, Pearson correlation and analysis of variance (ANOVA), were used to address research questions accordingly.Findings: The study found significant relationships between Technology Integration in Teaching and Learning and Students Satisfaction. The results prompted recommendations guiding effective marketing strategies for Institutions of Higher Education, policy making in relation to Technology Integration in Teaching and Learning vis-à-vis Student Satisfaction.Contribution: Regular appraisal of students satisfaction with technology integration is critical. Evaluation of lecturer’s perception and awareness of technology integration is essential-to reduce the Knowledge Gap in the area of technology integration in teaching and learning. Specific studies related to technology integration in teaching and learning per discipline (Programme) are desirable since different Programmes may have different needs in terms of technology integration. Lecturers’ commendations/support for technology integration is key to ensure adoption and full technology integration in the long run. Institutional Policy on course web/e-learning presence is fundamental

Significantly impacted education, necessitating effective integration into teaching practices. This study examined the application of the Substitution, Augmentation, Modification, and Redefinition (SAMR) model to evaluate ICT integration in English Language Teaching (ELT) at the tertiary level. The research aimed to determine whether the SAMR model could enhance pedagogical practices beyond mere technology substitution and how it compared with the Technological Pedagogical Content Knowledge (TPACK) model. This study addressed the issue of stagnant ICT integration in ELT, hypothesizing that the SAMR model provided a more robust framework for transformative technology use compared to the TPACK model. The study’s purpose was to assess the SAMR model’s effectiveness in advancing ICT integration in university-level ELT. Objectives included comparing SAMR with TPACK and identifying barriers to effective ICT use. A systematic literature review was conducted using six electronic databases covering the past decade (2013-2023). The review followed PRISMA guidelines with defined inclusion and exclusion criteria. Preliminary results revealed that while the SAMR model offered the potential for enhancing teaching practices, many educators remained at the substitution stage, mainly replacing traditional methods with technology without significant pedagogical changes. Challenges included insufficient training, institutional resistance, and lack of support. The findings underscored the need for extensive training, supportive policies, and continued research to improve ICT integration in higher education. This study contributes to understanding effective technology integration and provides recommendations for institutions seeking to elevate their teaching practices through meaningful ICT adoption. This research offers insights and practical recommendations for enhancing technology integration in higher education, focusing on overcoming current limitations and advancing teaching methodologies through the SAMR model.

Effective integration of technology in teaching and learning activities in secondary schools is a reflection of learning capacities and experiences by teachers from previous learning. This paper explores the effect of teachers’ lifelong learning behaviours and the achievement of digital literacy. The paper specifically addresses the following objectives: teachers’ views on lifelong learning, the benefits of both lifelong learning and digital literacy, and how lifelong learning affects digital literacy in relation to integrating technology into teaching and learning in secondary schools. The paper systematically reviews secondary literature to evaluate teachers’ lifelong learning behaviours and its influence on their acquisition of digital literacy skills. Specifically, the focus is on teachers teaching in secondary schools. The paper is anchored on social learning theory developed by Albert Bandura. Approximately 20 research articles met the criteria for inclusion in this analysis. The analysis from the empirical studies has shown that lifelong learning by teachers is critical towards ensuring instructional effectiveness. Findings from developing countries' research have shown that most teachers find themselves far behind in terms of digital literacy, which affects the integration of technology in teaching and learning activities in secondary schools. There is a positive effect of teacher lifelong learning behaviours, digital literacy levels and integration of technology in classroom instruction in secondary schools. It is therefore concluded that teachers’ digital literacy competency levels are dependent on their lifelong learning behaviours. It is recommended that teachers should embrace lifelong learning behaviours through acquisition of digital literacy skills, which is key towards integration of technology in their instructional process in schools. Additionally, the government should ensure that secondary schools are properly provided with technological infrastructure facilities to enable teachers with lifelong skills to integrate them into their teaching and learning process. The Ministry of Education also needs to develop and promote lifelong learning policy to enable teachers to reposition themselves with the changing demands in the education sector and realities of the present world.

This research analyzes teachers' perceptions and practices regarding technology integration in English language teaching within the Indonesian educational context. Using a mixed methods approach, this study involved 120 English teachers from various educational levels (primary, junior high, senior high, and higher education) through an online survey, with 15 teachers selected for in-depth interviews and classroom observations. The findings reveal a gap between teachers' positive perceptions of technology (M=4.21 on a 5-point scale) and actual implementation in teaching practices (M=3.15). Statistical analysis identified four main factors influencing technology integration: teachers' digital competence (β=0.43, p<0.01), institutional support (β=0.38, p<0.01), teachers' pedagogical beliefs (β=0.35, p<0.01), and infrastructure accessibility (β=0.32, p<0.01). Qualitative data revealed that while teachers acknowledge the potential of technology to increase student motivation and create authentic language learning environments, they face challenges in aligning technology use with learning objectives, classroom management, and learning assessment. This research provides recommendations for teacher professional development and educational policies that support effective technology integration in English language teaching.

Pedagogical interventions using machine-generated language have advanced sufficiently to investigate the current efficacies and competencies of practitioners responsible for classroom instruction. This study examines the intersection of digital literacy and instructional self-efficacy among English language teachers in South Asia. In an era of expanding educational technology, it addresses how teachers’ technological proficiency relates to their confidence and teaching effectiveness. Employing an integrative literature review and thematic analysis, the research synthesizes findings from diverse studies on technology integration, teacher training, and digital skill development in South Asian classrooms. The analysis reveals a strong positive association between teachers’ digital competencies and their self-efficacy. The review notes significant variation in proficiency: younger or recently trained educators often demonstrate stronger digital fluency, while others may rely mainly on basic skills. Educators with higher proficiency in digital tools—from basic productivity software to advanced content creation and collaboration platforms—report greater confidence in integrating technology into language instruction. This, in turn, leads to more innovative, engaging, and effective teaching practices. Conversely, shortcomings in advanced digital skills, limited access to reliable infrastructure, and inadequate institutional support often undermine teacher confidence and impede the adoption of new pedagogical tools. The study concludes that overcoming these barriers requires structured, ongoing professional development and context-specific integration of technology. It underscores the importance of tailored training programs and supportive institutional policies that align with the actual needs of language teachers. By reinforcing teachers’ digital capacities through targeted resources and sustained support, education systems can empower educators to leverage technology in pedagogically meaningful ways. Ultimately, these measures contribute to closing the digital divide and enhancing language learning outcomes across the region.

The online and blended delivery of courses through the use of technologies has attracted attention and research.The teaching and learning of English for Academic Purposes (EAP) in multilingual contexts such as in Africa has also been given prominence in research, as well as the benefits of technology in EAP programmes. The pressing need for technology - supported educational practices has been evidenced by the COVID-19 pandemic that affected most educational systems around the world. Although there is an increasing body of research on the integration of technology in education emerging from developing contexts, most proposed models still come from high-income countries.Therefore, there is a need for more critical and contextually relevant approaches to the integration of technology in education. Based on the authors’ narratives of their lived experiences as teachers of EAP in a university in East Africa, this article aims to describe and reflect on the practices related to design and delivery of online and blended courses to university students, including in a teacher education programme. It is hoped that this work will contribute to discussions on how to make online and blended teaching practices of EAP more contextually relevant and how exogenous resources can be adapted to the realities of students in multilingual developing contexts.The online and blended delivery of courses through the use of technologies has attracted attention and research. The teaching and learning of English for Academic Purposes (EAP) in multilingual contexts such as in Africa has also been given prominence in research, as well as the benefits of technology in EAP programmes. The pressing need for technology-supported educational practices has been evidenced by the COVID-19 pandemic that affected most educational systems around the world. Although there is an increasing body of research on the integration of technology in education emerging from developing contexts, most proposed models still come from high-income countries. Therefore, there is a need for more critical and contextually relevant approaches to the integration of technology in education. Based on the authors’ narratives of their lived experiences as teachers of EAP in a university in East Africa, this article aims to describe and reflect on the practices related to design and delivery of online and blended courses to university students, including in a teacher education programme. It is hoped that this work will contribute to discussions on how to make online and blended teaching practices of EAP more contextually relevant and how exogenous resources can be adapted to the realities of students in multilingual developing contexts.

The rapid development of technology in our age has also affected the educational environments, and technology has been widely used in these environments. The importance of the contribution of technology to education and training is undeniable. Social studies, one of the disciplines that come to mind about the correct and appropriate use of technology, is capable of creating awareness in students regarding its purpose and structure. Social studies is a course that has a mission to interpret the effects of scientific and technological developments on social life in terms of change and continuity. Pre‐service teachers' self‐efficacy regarding technology integration is very important to acquire the pedagogical skills required for their age. If the factors affecting pre‐service teachers' self‐efficacy in this regard are known, the obstacles to creating innovative and effective learning environments can be understood. It has been observed that there are minimal studies in the existing literature that broadly address the relationship between pre‐service social studies teachers' technology integration competencies and both individual and environmental factors. The current study aimed to investigate Turkish pre‐service social studies teachers' self‐efficacy perceptions of technology integration in education in the context of variables at both the student and school levels. This study was conducted with 1136 pre‐service teachers enrolled in the social studies teaching departments of 36 universities in Türkiye. Participants were determined by random sampling. The study emphasises that teacher training programmes should be updated and technology‐oriented courses should be enriched. The results reveal that individual efforts and institutional support are important to improve future teachers' technology integration skills. Context and implicationsRationale for this studyThis study examines the factors affecting the self‐efficacy perceptions of pre‐service social studies teachers in Türkiye regarding technology integration in education by considering student and school‐level variables together.Why the new findings matterAt the student level, technology use and content knowledge, and at the school level, the ceiling scores of the universities and the development of the province where the universities are located, are essential factors affecting pre‐service social studies teachers' perceptions of technology integration self‐efficacy.Implications for education programmes and researchersThis study reveals the necessity of renewing the curricula of education faculties in order to improve the technology integration competencies of pre‐service social studies teachers in teaching and practice. It suggests that technology‐oriented courses should be enriched with theoretical and practical content, in‐class technology experiences should be increased, and institutional technological infrastructure should be strengthened. For researchers, it is recommended to plan longitudinal studies examining the effect of technology integration competencies of pre‐service social studies teachers on their professional development.

In the digital transformation era, the integration of Information Technology in education is pivotal. Augmented Reality (AR), with its capacity to visualize abstract concepts, is increasingly recognized as a valuable tool in Chemistry education. The abstract nature of general Chemistry content, like the visualization of atoms and molecules, poses significant comprehension challenges for high school students. This study aims to investigate the effectiveness of AR in enhancing the understanding of general Chemistry among high school students using the Technological Pedagogical Content Knowledge (TPACK) model. The research data included 90 high school chemistry teachers from high schools in four northern provinces, collected through classroom observations and surveys using a 5-point Likert scale; the data were analyzed using both descriptive and inferential statistics. The findings indicate significant improvements in students' understanding of Chemistry when taught using AR-integrated lessons designed with the TPACK model. Students demonstrated enhanced engagement, better conceptual grasp, and increased satisfaction with the learning process. AR technology, when integrated with the TPACK framework, substantially enhances the learning of general Chemistry in high schools. This study supports the broader application of AR in educational settings to improve the effectiveness of teaching and learning processes.

Abstract: The integration of technology into English Language Teaching (ELT) has been developed recently. Many studies revealed that the impacts of English instructional technology can enhance the students’ English learning achievements. However, there are some problems that need more concern from educators.One of them is reading comprehension as it is one of the crucial skills in National Examination in Indonesia. To empower students’ reading comprehension, the successful integration of English instructional technology into ELT could be the solution to cope with it. In this study, Webquest is an instructional technology tool used to increase students’ reading comprehension achievements. Sixty two of senior high school students were involved as participants of this study. By conducting experimental research, thirty-one students were in the experimental group and the others were in the control group. The results revealed that the experimental group achieved higher scores than the control group. It indicates that Webquest is effective to improve students’ reading comprehension achievements. In a nutshell, the implementation of technology in ELT could empower students’ reading comprehension. Key words: English instructional technology, reading comprehension, Webquest

This study employed a quantitative research design to investigate the self-efficacy and digital competencies of 101 teachers working in Science and Art Centres (SAC) across multiple provinces, selected via purposive sampling during the 2022–2023 academic year. Participants’ gender, branch, and seniority were also considered. Data were collected using the Personal Information Form, the Digital Competencies Scale for Educators, and the Technology Integration Self-Efficacy Perception Scale. Findings revealed that teachers’ technology integration self-efficacy was generally high, with significant differences based on gender and branch, but not seniority. Digital competencies were highest in the Integrative and Expert dimensions, with no significant differences across gender, branch, or seniority. Furthermore, a positive moderate correlation was found between technology integration self-efficacy and digital competencies. These results highlight the importance of supporting teachers through targeted training programs to enhance digital skills and the effective integration of technology in education.