1. LOW ICT COMPETENCIES IN
LANGUAGE TEACHING
• Contributors:
• Ánh Nguyễn
• Chi Bùi
• Chi Lê
• Minh Võ
• Hải Hà

2. Subjects of research
• Primary school teachers of English
(PSTE)

3. Constraint description
• Ts’ unawareness of ICT’s important role in
language learning and teaching
• Teachers’ reluctance to use technology in
language teaching
• Time constraint in integrating ICT in teaching
• Poor ICT facilities at schools
• Poor Internet Accessibility
• No integration of ICT into ET methods

4. Constraint scope
• At most primary and secondary schools
in VN

5. SLA CONDITIONS AFFECTED
• LANGUAGE INPUT:
• Classroom as the main environment for
language input => a very negative
constraint whatever SLA theories are
applied

6. SLA CONDITIONS AFFECTED
• LANGUAGE OUTPUT:
• PSTEs may not help learners enhance
language competencies (organizational
& pragmatic knowledge) and language
performance

7. SOLUTIONS
• Governmental policies related to using
ICT in teaching English at primary
education level (PEL)
• Principles of using ICT in teaching
English at PEL in relation to SLA
theories
• Enhanced use of ICT tools in teaching
English at PEL

8. SOLUTIONS
• Governmental policies related to using
ICT in teaching English at PEL
• Principles of using ICT in teaching
English at PEL in relation to SLA
theories
• Enhanced use of ICT tools in teaching
English at PEL

9. Reference
• Mishra, . & Koehler, M. (2006). Technological pedagogical content
knowledge: A framework for integrating technology in teacher
knowledge. Teachers College Record, 108(6), 1017-1054
• http://tpack.org
• Thy Tran, Jeff Pearer (2012) ADDRESSING TECHNOLOGICAL,
PEDAGOGICAL AND CONTENT KNOWLEDGE: THE TPACK
FRAMEWORK OF TEACHER PROFESSIONAL DEVELOPMENT ON
ICT IN THE USA AND VIETNAM. Paper presented at Towards th
education renovation in Viet Nam Oct 2012

10. THANK YOU
Kia ora

11. GOVERNMENTAL POLICIES
• Schools should be self-governing, independent
entities and responsible for deciding how to use ICT
in teaching and learning at their school
• Priority should be given to ICT and language
competence development in curriculum design
• Greater support should be given to collaboratory,
ICT-related professional development

12. PRINCIPLES OF USING ICT IN RELATION TO
SLA THEORIES
• ICT tools: should be wisely chosen for
individual teaching tasks
• ICT: should not be seen as the only
resource to developing language
competence and performance
• ICT: be seen as a powerful tool in
speeding up the boat of SLA

13. ENHANCED USE OF ICT TOOLS IN
TEACHING ENGLISH AT PRIMARY
EDUCATION LEVEL
• Provide sufficient access to the internet
• Provide technological facilities funded
by the national government
• Set timelines for teachers to reach the
required level of ICT competence
• Set the minimum percentage of class
time that should involve ICT use

14. •Mindmapping
•LWT
•Blogging
•Google docs
•Quizlet
•BYKI
•My.vocabulary.com
•Youtube
•Gtr
•Glosbe
Technological Pedagogical and Content
Knowledge (TPACK) framework, http://tpack.org