INVESTIGATING VIETNAMESE TERTIARY EFL TEACHERS’ LEVELS OF INFORMATION AND COMMUNICATION TECHNOLOGY INTEGRATION THROUGH THE LENS OF THE SAMR MODEL

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.