VIETNAMESE TERTIARY EFL TEACHERS’ SELF-EFFICACY AND INFORMATION AND COMMUNICATION TECHNOLOGY INTEGRATION

Abstract

This mixed-methods study examines Vietnamese tertiary EFL teachers' self-efficacy and information and communication technology integration practices. Survey data from 84 lecturers revealed moderately high self-efficacy, with highest confidence in instructional strategies and lowest in student engagement. SAMR model analysis showed predominantly lower-level integration, with Substitution and Augmentation activities dominating over transformative Modification and Redefinition approaches. Document analysis of lesson plans confirmed this pattern. Significant positive correlations emerged between self-efficacy and all integration levels, strongest for Modification activities (r = 0.61, p < 0.001). Notably, correlation strengths declined for Redefinition activities despite high self-efficacy, indicating institutional constraints limit implementation of the most transformative practices regardless of teacher confidence. Qualitative data from interviews identified time constraints, curriculum pressures, and institutional expectations as key influencing factors. Findings underscore the need for targeted professional development addressing pedagogical applications of technology and institutional reforms supporting transformative ICT use in Vietnamese EFL contexts.