Nghiên cứu những thách thức của việc ứng dụng công nghệ thông tin trong giảng dạy ngoại ngữ ở Trung tâm GDTX tỉnh Thanh Hoá

iii
ABSTRACT
The application of ICT in the EFL classroom is very important for students to learn in an
information age. Studying barriers to the use of ICT in teaching English may help educators
anticipate difficulties and become successful technology adopters in the future. This study
aims to provide an analysis of teachers’ ICT use to present perceived barriers to technology
integration in teaching English. The findings indicates that teachers have a strong desire for
ICT application into EFL teaching but that, they faced up with many barriers. The major
barriers were lack of access, lack of time, lack of training and lack of technical support. These
barriers are mostly extrinsic barriers. Therefore, it is very necessary for administrator to
provide them to teachers for successful ICT integration. However, it is undeniable to say that
no one component in itself is sufficient to provide good teaching. The important thing is that
the presence of all components increases the possibility of excellent integration of ICT in
learning and teaching opportunities. Generally, this study provides information and
recommendations to those for the integration of new technologies into EFL teaching at Thanh
Hoa PCEC.












TABLE OF CONTENTS

iv

Page
DECLARATION i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF ABBREVIATION vi
LIST OF TABLES vii

PART I – INTRODUCTION 1
1. Rationale 1
2. Aims and objectives 1
3. Scope of the study 2
4. Methods of the study 2
5. Significance of the study 2
6. Design of the study 3
PART II – DEVELOPMENT 4
CHAPTER I: LITERATURE REVIEW 4
1.1. Theoretical background of computers and EFL 4
1.1.1. Education technology and EFL teaching and learning 4
1.1.2. Computer and EFL teaching and learning 4
1.1.2.1 CALL 5
1.1.2.2. History of CALL 5
1.1.2.3. Computer uses for language teaching and learning 7
1.2. Challenges of ICT application in EFL teaching 9
1.2.2 Classification of barriers 9
1.2.2.1 Intrinsic barriers 9

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1.2.2.2 Extrinsic barriers 11
CHAPTER II: THE STUDY 16
2.1. The setting of the study 16
2.1.1. ICT in EFL education at Thanh Hoa Provincial Continuing
Educational Centre (Thanh hoa PCEC). 16
2.1.2. Teaching EFL at Thanh Hoa PCEC 16
2.1.3 Using computer in EFL teaching at Thanh Hoa PCEC 17
2.2. The study
2.2.1 Methodology 17
2.2.1.1 Participants 17
2.2.1.2 Measurement instrument 17
2.2.1.2.1 Survey questionnaires 17
2.2.1.2.2 Interview 18
2.2.1.3 Data Collection 18
2.2.2 Data analysis 18
2.2.2.1 Data analysis of teachers’ survey questionnaire 19
2.2.2.2 Data analysis of teachers’ interview 23
2.2.3. Findings 25
2.2.4 Implications 28
CHAPTER III: RECOMMENDATIONS 29
3.2 Recommendations to the administrators 29
3.2 Recommendations to teachers 31
PART III. CONCLUSION 34
REFERENCES 36
APPENDICES


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LIST OF ABRREVIATION

 IT : Information Technology
 WWW : World Wide Web
 EFL : English as a Foreign Language
 ICT : Information Communication Technology
 Thanh Hoa PCEC : Thanh Hoa Provincial Continuing Educational Centre
 OHPs : Overhead Projectors
 FL : Foreign Language
 CALL : Computer-Assisted Language Learning



















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LIST OF TABLES

Table 1: Teachers’ Software use 19
Table 2: Use of Instructional Tools and Materials 20
Table 3: Teachers’ preferred methods for professional development 21
Table 4: Percentage of Assessed Barriers that English Teachers Faced
During Technology Use in Teaching-Learning Process 22
Table 5: Recommendations to the administrators 29
Table 6: Recommendations to teachers 31



1
PART A: INTRODUCTION
1. Rationale
Information technology (IT) is a major force which has brought about revolutionary
changes in the development of the global, digital society. Since its first appearance in
Vietnam, IT has justified its usefulness in many fields to which teaching and learning have
greatly contributed. Regarding foreign language training, IT has been considered as a potential
tool. Many researches on IT application have been conducted . Many articles on effectiveness
of IT application have been debated. High standard technology classes have been set up in
many schools and centers to help students study both receptive and productive skills. Locally
and internationally connected Computers allow students to take part in distant courses and
search further information to support their studying. Teachers with textbook and PowerPoint
presentation, Word Processor, Window Media and more complexed using like Internet,
WWW, Website, Weblog… have helped students be more motivated and more independent in
studying.
However, during the time of ICT application in teaching English as a Foreign Language
(EFL) in Thanh Hoa Provincial Continuing Educational Centre (Thanh Hoa PCEC), along
with IT strength, the author has found some challenges that affect the success of ICT
intergration in teaching English. Therefore, in this paper, the author investigates these
challenges and suggests some solutions to them.

2. Aims and Objectives
This study aims to investigate some challenges of IT application in English teaching at Thanh
Hoa PCEC. Hence, it is expected to achieve objectives which could be summarized into three
research questions:
2.1 Which ICT resources (software, instructional tools and materials) do English teachers
often use in their teaching?
2.2 What are teachers preferred methods for professional development?

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2.3 What are the barriers English teachers face during technology application in their
teaching process?
3. Scope of the study
Due to the limitation of time and knowledge, this study only focuses on challenges
(barriers) of IT application in teaching EFL in Thanh Hoa Provincial Continuing Educational
Centre, and these challenges are analyzed and then recommendations to those will be given.
4. Methods of the study
To carry out this research, some methods have been combined. Theoretical knowledge on
ICT and a review of challenges of ICT application in teaching language are stated. Then, data
is collected through the survey questionnaires and interviews with English teachers. After that
data is categorized and challenges of ICT application in EFL teaching are compared and
analysed. Lastly, some recommendations to analysed challenges are stated.

5. Significance of the study
Although the author of this study only focuses on the challenges of using technology in
English teaching, its significance is remarkable.
Firstly, it timely touches upon an issue that is having great impacts on education in
technology age and is currently drawing many attentions from educators and teachers who are
teaching English; particularly it is carried out in the context of Thanh Hoa PCEC where ICT
application still needs consideration from teachers and administrators.
The results of the study are also expected to improve the efficiency of applying technology

in language teaching by investigating some chanllenges and giving out some suggestions to
limit them. Besides this, the study is also hoped to lay the foundation for further research into
the issue within a larger scope.
6. Design of the study
This study consists of three parts: introduction, development and conclusion.

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The introduction presents the rationale, aims, scope, methods and significance of the study
and design of the study.
The development consists of three chapters:
Chapter I: the author reviews the theoretical backround to the application of technology in
EFL.
Chapter II details the setting, the study, and the findings of the study
Chapter III is centered on the author’s recommendations to administrators and teachers
The conclusion, apart from summarising the main issues so far touched upon in the study,
proposes some suggestions for further research.

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PARTB: DEVELOPMENT
CHAPTER I: LITERATURE REVIEW
1.1 Theoretical background of computers and EFL
1.1.1 Educational technology and EFL teaching and learning
Technology in FL classroom, which is called “Educational technology”
(Harmer,2001:134) becomes available in every type of classroom. According to Warschauer
and Meskill (2000), each type of FL classroom teaching has its own technologies to support.
The first technologies based on classrooms with chalk, blackboards, pens, paper and
textbooks. FL teachers who followed the grammar-translation method treated the blackboard
as an useful way to convey information. In Harmer’s view, the boards “provide a motivating
focal point” for the whole class focusing and can be used for many different purposes as note
pad, explanation aid, picture frame, public workbook, game board or notice board
(Harmer,2001)
Nowadays, these means still keep their own values in the teaching and learning
process. However, the appearance of modern media with clear and easy-to-use instruction
makes this process more creative and flexible. Pictures, charts, radios, cassette players,
recorders, overhead projectors (OHPs), movies, televisions have changed the classroom
atmosphere and structure and have positively supported learners’ knowledge acquisition
process. OHPs can offer “showing the exercises and texts, pictures or diagrams or students’
writing of very high quality” (Hamer, 2001:136). Songs, stories and news recorded on audio
tapes create an exciting classroom environment. Videos help bring the real life things and
events into classroom.

It is undeniable that the improvement and achievement of technology in education is
non-stop process. The actual revolution in FL education, however, is still waiting for
achievements of scientific branch called Information Technology whose core component is
computer or computer technology.
1.1.2 Computer and EFL teaching and learning

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Computer has had a certain effect on the general picture of FL education since the first
time introduced to FL teaching and learning in 1960s. Parellel development of IT, the impact
of computer in FL teaching and learning still makes controversal. The following subsections
will present brief information about definition of CALL, history of CALL and uses of
computers in FL classroom.
1.1.2.1 CALL
Since first introduction of computers into the field of second language education, a great
number of practitioners have agreed that this technology keeps great potential for language
learning (Levy, 1997; Muyskens,1997; Pennington,1996; Warschauer,1996, Warschauer&
Healey,1998). This beliefs leads to what is known as Computer-Assisted Language Learning
(CALL).
According to Levy, CALL is defined as “the search for and study of applications of the
computer in language teaching and learning” (Levy, 1997). Beatty in “Teaching and
Reasearching CALL, Pearson, 2003” gives a broader definition of CALL that takes into
considerations of its changing nature: “any process in which a learner uses a computer and, as
a result, improves his or her language”. There are many other definitions to describe CALL,
but they have the common views: describle CALL as a good tool for learning and teaching
process.
1.1.2.2 History of CALL
Though CALL has developed over the last 30 years, this development can be
categorized in terms of three somewhat distinct phases which the author will refer to as
behaviorstic CALL, communicative CALL and Integrative CALL
- Bahavioristic CALL is the first phase of CALL. It conceived in the 1950s and

implemented in the 1960s and 1970s CALL in this phase was based on the then-dominant
behaviorist theories of learning. Program of this phase entailed repeative language drills and
can be refered to as “drill and practice”
“Drill and practice” courseware is based on the model of computer as a tutor (Taylor,
1980). In other words, the computer servers as a vehicle for delivering instructional materials
to students. The rationale behind drill and practice was not totally spurious, which explains in

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part the fact that CALL drills are still used today. Briefly, according to Taylor, behavioristic
CALL:
 Repeated exposure to the same material is beneficial or even essential to
learning.
 A computer is an ideal tool for carrying out repeated drills , since the machine
does not get bored with presenting the same material and since it can provide
immediate non-judgemental feedback.
 A computer can present such material on an individual basis, allowing students
to proceed at their own pace and freeing up class time for other activities.
In the late 1970s and early 1980s, bahavioristic CALL was undermined by two important
factors. Firstly, bahavioristic approaches to language learning had been rejected at both the
theoretical and pedagogical level. Secondly, the introduction of the microcomputer allowed a
whole new range of possibilities. The Stage was set for a new phase of CALL.
- Communicative CALL: The second phase of CALL was based on the communicative
approach to teaching which became prominent in the 1970s and 1980s. Proponents of this
approach felt that the drill and practice program of the previous decade did not allow enough
authentic communication to be much value. Communicative CALL corresponded to cognitive
theories which stressed that learning was “a process of discovery, expression and
development” ( Warschauer, 1998). CALL activities within this phase were designed to help
learners communicate not only with the machine but also with each other. These activities
focus more on using forms rather than on forms themselves, teach grammar implicitly rather
than explicitly, allow and encourage students to generate original utterance rather than just

manipulate language and use the target language predominantly or even exclusively.
On the face of things, communication seems like a significant advance over its
predecessor. However, by the end of the 1980s, many educators felt that CALL was still
failing to live up to its potential (Kenning &Kenning, 1990; Pusack& Otto, 1990; Roschoff,
1993). The challenge for advocates of CALL was to develop models which could help
intergrate the various aspects of the language learning process. Luckily, advances in computer
technology were providing the opportunities to do that.

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- Intergrative CALL: Intergrative approach to CALL is based on two important
technological developments of last decade-multimedia computer and Internet.
Multimedia technology- exemplified today by the CD-ROM- allows a variety of media
(text, graphic, sound, animation and video) to be accessed on a single machine. When
multimedia resources are all linked together, this techonlogy becomes more powerful and is
called hypermedia. Learners can navigate their own path by pointing and cliking a mouse.
Hypermedia provides a number of advantages for language learning such as:
 Create a more authentic learning environment.
 Assisting the integration of differrent skills.
 Offerring students greater control over their learning.
 Facilitating a principle focus on the content without sacrificing a secondary
focus on language form or learning strategies.
Three phases of CALL suggest that the computer can be used for avariety of purposes in
lnaguage teaching. It can be a tutor for laguage drills or skill practice; a stimulus for
discussion and interaction; a tool for writing and research and a medium of global
communication and a source of limitless authentic materials (Warschauer, 1996).
1.1.2.3 Computer uses for language teaching and learning
Computers are potential in various uses in FL classroom. The current main uses for
computers in language teaching and learning can be generated as:
 Reference tool: this is one of the main uses of computer. With CD/ VCD-ROMs or
internet, teachers and students can search all sorts of information relating to language

teaching and learning. CDs/VCDs/DVDs of FL have always been programmed and
produced to meet the enormous needs of FL teaching and learning. Encyclopedia and
FL Dictionaries are two programs most wanted. The Encyclopedia such as Encarta,
Grollier, Hutchinson contains knowledge of most fields with maps, photos and films.
To those who teach and learn FL, FL Dictionaries can be used as an excellent tool for
reference. They are availbale on CD-ROM or Internet. Actually, Internet is now the
most convenient source of materials. According to Teeler & Gray (2001; p.36)
Internet can be as “a vast virtual library” and it “ offers a seemingly endless range of

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topics to choose from, all in one handy location” . Google, Yahoo…have been the
most popular searching engines. Only with a key word, teachers and students can find
a vast amount of information related.
 Teaching and learning programs: Language teaching software is always available on
CD-ROM to meet the demand of learners at various levels of multiple learning
purposes. These softwares allow students to participate in many learning activities at
the same time such as: studying conversation, doing grammar vocabulary exercises,
listening to the text, recording their own voices for comparision. Many CD- ROMs
now are accompanied with course books, providing a lot of extra input material and
exercises.
 Communication tool: According to Abrams (2006), this is the process of using
computer to facilitate authentic communication between two or more people. Such
kind of communication could be in an asynchronous (delayed) form such as email,
electronic bulletin boards or electronic newsgroups; or in a synchronous (immediate)
form such as real time internet chat or instant message. Students can make use of this
to contact everybody locally and internationally through emails or chatting or blogs to
exchange experiences in studying FL, to get information to enrich their background.
 Websites: There are now a huge number of web sites on the Internet. According to
Harmer (2001, p18) almost every web site has a great potential for EFL students and
teachers to access authentic language. They can search for all types of information in

several forms: text, audio and video. There are also a great number of web sites
designed for EFL students where they can exchange email, do exercise, search
information, and play games. An example of this is or
hhtp://www.esl-lab.com Teachers can also plan their lesson online.
 Word-processor: Word-processor is computer software used earliest in FL learning
and teaching. In the article published in 1978, Alison Piper suggested that the most
successful educational use of computer at that time was the word-processor.( Piper
A,1987, cited in Harmer, J, 2000, P15). Word processor has been using in writing skill
and it can be successful tool for the process approach.

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All above is an overview of the concepts of information technology and computer as a
component of IT and how facility has been used in FL teaching and learning. The next section
will concentrate on the discussion about the challenges of IT application in FL teaching and
learning
1.2. Challenges of ICT application in EFL teaching
The act of intergrating ICT into teaching and learning is a complex process and one that
may encounter a number of challenges. These challenges, in this case, are known as barriers.
In this part, the author will center on the barriers of ICT application in EFL teaching. A barrier
is defined as “any condition that make it difficulty to make progress of to achieve an objective”
(WordNet,1997, as cited in Schoep,2005,p2). The objective being analysed in this paper is
sucessful ICT application in EFL teaching
1.2.1 Classification of the barriers:
Different categories have been used by reseachers and educators to classify barriers to
teacher use of ICT in EFL teaching. Several studies have devided the barriers into two
categories: extrinsic and intrinsic barriers. However, what they meant by extrinsic and intrinsic
deffered. In one study, Ertmer (1999) refered to extrinsic barriers as first-order and cited
access, time, support, resources and training and intrinsic barriers as second-order and cited
attitudes, beliefs, practice and resistance. Extrinsic barriers were considered as pertaining to
organisations rather than individual and intrinsic barriers as pertaining to teachers,

administrators and individuals.
In this study, the author reviewed both intrinsic and extrinsic barriers:
1.2.1.1 Intrinsic barriers
1.2.1.1.1 Insufficience of teacher confidence: Many researchers indicate that one barrier that
prevents teachers from using ICT in their teaching is insufficience of teacher confidence.
Some studies have investigated the reasons for teachers’ lack of confidence with the
use of ICT. For example, “fear of failure” caused a lack of confidence and limitation of
teacher’s ICT knowledge makes them feel anxious about using ICT in classroom and thus not
confident to use it in their teaching. Similarly, Becta (2004) concluded their study with the

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statement “ many teachers who do not consider themselves to be well skilled in using ICT feel
anxious about using it in fron of the class of children who perhaps know more than they do”
(p.7). Lack of confidence could make teachers afraid of entering the classroom and influence
teacher’s motivation to use ICT in the classroom.
1.2.1.1.2 Insufficience of teacher computer competence: This barrier is directly
related to teacher confidence. According to Newhouse (2002), many teachers who lacked the
knowledge and skills to use computers were not enthusiastic about the changes and
intergration of supplementary learning associated with bringing computers into their teaching
practices.
In their study of the correlation between teachers’ attitude and acceptance of
technology, Francis- Pelton and Pelton (1996) maintained, ‘‘Although many teachers believe
computers are an important component of students’ education, their lack of knowledge and
experience lead to a lack of confidence to attempt to introduce them into their instruction’’ (p.
1).
A large number of studies showed that teachers’ computer competence is a significant
predictor of their attitudes toward computers (Berner, 2003; Na, 1993; Summers, 1990). Al-
Oteawi (2002) found that most teachers who showed negative or neutral attitudes toward the
use of ICT in education lacked knowledge and skill about computers that would enable them
to make ‘‘informed decision’’ (p. 253). Hence, lack of teacher computer competence may be

one of the strong barriers to ICT application in education.
1.2.1.1.3 Negative attitudes towards ICT: Attitudes are key factors in whether teachers
accept computer as a teaching tool in their teaching practices. Correspondingly, a number of
studies were carried out to determine teacher attitudes toward computer use. These studies
found that teachers’ negative attitudes were a significant barrier. Harrison and Rainer (1992)
in their research stated that participants with negative computer attitudes were less skilled in
computer use and were therefore less likely to accept and adapt to technology than those with
positive attitudes.
Schoepp’s study (2005) found that, although teachers felt that there was more than
enough technology available, they did not believe that they are being supported, guided, or

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rewarded in the application of technology into their teaching. According to Empiraca (2006),
teachers who are not using new technology such as computers in the classroom are still of the
opinion that the use of ICT has no benefits or unclear benefits.
1.2.1.2 Extrinsic barriers:
1.2.1.2.1 Lack of time: Some recent studies indicate that many teachers have compentence
and confidence in using computer in classroom, but they still make litlle use of technologies
because they do not have enough time. A significant number of researchers identified time
limitations and the difficulty in scheduling enough computer time for classes as a barrier to
teachers’s use of ICT in their teaching (Al-Alwani,2005; Becta, 2004; Beggs, 2000; Schoepp,
2005; Silicia, 2005). According to Silicia (2005), the most common challenge reported by all
the teachers was that they lacked time to plan technology lessons, explore the different
Internet site, or look at various aspects of educational software.
Becta’s study (2004) found that lack of time exists for teachers in many aspects of their
work as it affects their ability to complete the tasks, with some of the participant teachers
specifically stating which aspects of ICT require more time. These include the time needed to
locate Internet advice, prepare lesson, explore and practice using the technology, deal with
technical problems and receive adequate training.
Recent studies show that lack of time is an important factor affecting the application of

new technology in teaching language. According to Al-Alwani (2005), lack of time is a barrier
affecting the applictaion of ICT in Saudi Arabia because of busy schedules. In Canada, Sicilia
(2005) concluded that teachers take much more time to design projects that include the use of
new ICT than to prepare traditional lessons.
1.2.1.2.2 Inadequacy of training: The barrier most frequently referred to in the literature is
lack of effective training (Albirini, 2006; Balanskat et al., 2006; Beggs, 2000; Ozden, 2007;
Schoepp, 2005; Sicilia, 2005; Torakci, 2006). One finding of Pelgrum’s (2001) study stated
that there were not enough training opportunities for teachers in the use of ICTs in a classroom
evironment. Similarly, Beggs (2000) found that one of the top three barriers to teachers’s use
of ICT in teaching students was the lack of training.

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According to Becta (2004), the issue of training is certaintly complicated because it is
important to consider several components to ensure the effectiveness of the training. These
were time for training, pedagogical training, skills training and an ICT use in initial teacher
training. Providing pedagogical training for teachers, rather than simply training them to use
ICT tools, is an important issue (Becta,2004). Cox et al.(1999a) argue that teachers are to be
convinced of the value of using ICT in their teaching, their training should focus on the
pedagogical issues. The results of the research by Cox et al.(1999a) showed that after teachers
had attended professional development courses in ICT they still did not know how to use ICT
in their classroom although they knew how to run a computer and set up a printer. They
explained that this is because the sourses only focus on teachers acquiring basic ICT skills and
did not often teach teachers how to develop the peagogical aspects of ICT. In line with the
research by Ocx et al.(1999a), Balanskat et al.(2006) indicated that inappropriate teacher
training is helping teachers use ICT in their classroom and in preparing lessons. They assert
that this is because training programs do not focus on teachers’ pedagogical practices in
relation to ICT but on the development of ICT skills.
However, besides the need for pedagogical training, according to Becta (2004), it is
still nessary to train teachers in specific ICT skills. Schoepp (2005) claims that when new
technologies need to be integrated in the classroom, the teachers have to be trained in the use

of these particular ICTs. According to Newshouse (2002), some initial training is needed for
teachers to develop appropriate skills, knowledge, and attitudes regarding the effective use of
computers to support learning by their students. He argued that this also requires continuing
provision of professional development to maintain appropriate skills and knowledge.
Fundamentally, when there are new tools and approaches to teaching, teacher training
is essential (Osborne & Hennessy,2003) if they are to integrate these into their teaching.
However, according to Balanskat et al.(2006), inadequate or inappropriate training leads to
teachers being neither sufficiently prepared nor sufficiently confident to carry out full
integration of ICT in the classroom. Newhouse (2002) states that “teachers need to not only be
computer literate but they aslo need to develop skills in integrating computer use into their
teaching/learning programs” (p.45).

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According to Newhouse (2002), teachers need training in technology education
(focusing on the study of technologies themselves) and educational technology (support for
teaching in the classroom). Similarly, Sicilia (2005) found that teachers want to learn how to
use new technologies in their classrooms but the lack of opportunities for professional
development obstructed them from integrating technology in certain subjects such as teaching
language ( English, literature…). Other problematic issues related to professional development
in ICT are that training sourses are not differentiated to meet the specific learning needs of
teachers and the sessions are not regularly updated (Balanskat et al. 2006).
Pre-service teacher education can also play a significant role in providing opportunities
for experimentation with ICT before using it in classroom teaching (Albirini,2006). Lack of
ICT focus in initial teaching education is a barrier to teachers’use of what is available in the
classroom during teaching practice (Becta, 2004). Where training is ineffective, teachers may
not be able to get access to ICT resources.
1.2.1.2.3 Lack of resources
Several research studies indicate that lack of access to resources, including home
access, is another complex barrier that discourages teachers from integrating new technologies
into education and particularly into teaching foreign language.

The various studies indicated that several reasons for lack of access to technologies
occurred. In Sicilia’s study (2005), teachers complained about how difficult it was to have
access to computers. The author gave reasons like “computer had to be booked in advance,
and the teacher would forget to do so, or they could not book them for several periods in a row
when they wanted to work on several projects with the students” (p.50). In other words, a
teacher would have no access to ICT materials because most of these were shared with other
teachers. According to Becta (2004), the inaccessibility of ICT resources is not always merely
due to the non-availability of the hardware and software or other ICT materials within the
school. It may be the result of one of a number of factors such as poor organisation of
resources, poor quality hardware, inappropriate software or lack of personal access for
teachers (Becta, 2004).

14
The barriers related to the accessibility of new technologies for teachers are
widespread and differ from country to country. Empirica’s (2006) European study found that
lack of access is the largest barrier and that different barriers to using ICT in teaching were
reported by teachers, for example a lack of computers and a lack of adequate material.
Similarly, Korteand Husing (2007, p.4) found that in European schools, there are some
infrastructure barriers such as broadband access not yet being available. They concluded that
one third of European schools still do not have broadband internet access. Pelgru (2001)
explored practitioners’ views from 26 countries on what were the main obtacles to the
implementation of ICT in schools. He concluded that four of the top ten barriers were related
to the accessibility of ICT. These barriers were insufficient numbers of computers, insufficient
peripherals, insufficient number of copies of software, and insufficient simultaneous Internet
access. Toprakci (2006) found that low numbers of computers, oldness or slowness of ICT
systems and scarcity of educational software in the school were barriers to the successful
implementation of ICT into Foreign Language teaching.
Basically, there are several barriers associated with lack of access to ICT. In his
research, Gomes (2005) found a lack of appropriate infrastructure and a lack of appropriate
material resources to be barriers. However, overcoming such hardware barriers does not, in

itself, ensure ICT will be used sucessfully. According to Balanskat et al. (2006), the
accessibility of ICT resources does not guarantee its successful implementation in teaching,
and this is not merely because of the lack of ICT infatsruture but also because of other barriers
such as lack of high quality hardware, suitable educational software and access to ICT
resources.
Newhouse (2002) asserts that poor choices of hardware and software and lack of
consideration of what is suitable for classroom teaching are problems facing many teachers,
Similarly, Cox et al.(1999a) found that the majority of teachers agreed that insufficient ICT
resources in the school and insufficient time to review sofware prevent teachers from using
ICT. According to Obsborne and Hennessy (2003), the limitations on access to hadware and
software resources influenced teachers’ motivation to use ICT in classroom.
1.2.1.2.4 Insufficence of technical support

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Without both good technical support in the classroom and whole-school resources,
teachers cannot be expected to overcome the barriers preventing them from using ICT (Lewis,
2003). Pelgrum found that in the view of primary and secondary teachers, one of the top
barriers to ICT use in education was lack of techical assistance.
In Sicilia’s study (2005), technical problems were found to be a major barrier for
teachers. These technical barriers included waiting for websites to open, failing to connect to
the Internet, printers not printing, and malfuctioning computers. “Technical barriers impeded
the smooth delivery of the lesson or the natual flow of the classroom activity” ( Sicilia, 2005,
p.43)
Korte and Husing (2007) argued that ICT support or maintenance contracts in schools
help teachers to use ICT in teaching without losing time through having to fix software and
hardware problems. The Becta (2004) report stated that “if there is a lack of technical support
available in a school, then it is likely that technical maintenance will not be carried out
regularly, resulting in a higher risk of technical breakdowns” (p.16). Many of the respondents
to Becta’s survey (2004) indicated that technical faults might discourage them from using ICT
in their teaching because of the fear of equipment breaking down during a lesson. Although

lack of technical support can prevent teachers from successfully integrating ICT into
education, recent research indicates that in some countries such as United Kingdom,
Neitherlands, Latvia, Malta and Czech Republic schools have recognized the importance of
technical support to assist teachers to use ICT in the classroom ( Korte and Husing, 2007).
In general, several studies have identified a range of the following or similar factors as
widespread barriers, but in this study, the author only focused on two main barriers: Intrinsic
barriers which stated barriers relating to lack of teacher confidence, lack of teacher computer
competence, negative attitudes towards ICT and extrinsic barriers which focused on lack of
time to prepare lessons with new technology, lack of effective training, lack of resources and
lack of technical support. There are complicated relationships among these barriers. We hope
to see more researches to focus on these relationships to view the common points among them.



16
CHAPTER II: THE STUDY
2.1 The setting of the study:
2.1.1 ICT in EFL education at Thanh Hoa Provincial Continuing Educational
Centre(Thanh hoa PCEC).
Thanh Hoa Provincial Continuing Educational Center is one of the biggest centers in
Thanh Hoa which is allowed by Thanh Hoa People’s Committee to provide several sorts of
training and education: in-service training course, distant training. These courses are provided
in cooperation with some famous universities in Hanoi (Distant Opening Institute, National
Economics University, Hanoi University of Languages and International Studies), University
of Hue, Vinh University. English is one of the compulsory subjects in these courses. Besides
these courses, my centre also opens many evening classes which provide short –term English
courses for adults and children.
With mentioned scale and the need of using ICT in teaching, Thanh Hoa PCEC equips
standard classes to facilitate teaching and learning: each classroom is equipped with an
internet connected computer, overhead projector, TV set, and good sound speakers. There is

also one internet room with 40 computers where teachers and students can access to internet
free of charge. Students are trained with essential skills to use these devices.
English language teaching has been conducted by Foreign Language and Informatics
Department. There are 9 teachers in FL and Informatics department. Half of the department’s
staff are young and active teachers with good skills in applying ICT in teaching. The rest are
elders who are very experienced in teaching with textbook and board but their ICT capacity is
still premature. Three of nine teachers have their own laptops and all have their own
computers at home to use to design the lessons.
2.1.2 Teaching EFL at Thanh Hoa PCEC
EFL teaching has become one of the important tasks in education and training at Thanh
Hoa PCEC since its establishment. Every year, there are many classes learning English at the
centre: 2 classes of Law, 3 classes of Accounting, 2 classes of Business and Administration, 2

17
classes of primary teachers’ training. Depending on the need of learners, the centre has some
classes of Advanced English (with focus on listening and speaking) and English for children
(there are currently 2 classes of Advanced English and 2 of English for Children). Some
classes study English on weekdays. Some study at the weekend and in the evenings (Monday-
Wednesday-Friday evenings and Tuesday-Thursday- Sunday evenings). Materials for these
courses are Lifelines (Elementary; Pre-intermediate; Intermediate) (by Tom Hutchinson),
English for Law students (provided by Hanoi Opening Institute), Enterprise 1, 2, 3 (by CJ
More & Judy West….), Superkids (by Aleda Krause & Greg Cossu- from level 1 to level 6).
2.1.3 Using computer in EFL teaching at Thanh Hoa PCEC
For the need of learners and the utilization of ICT in learning and teaching, ICT
facilities have been provided for about two years. Therefore, the uses of this technology have
just been promoted for last two years and EFL teachers seem to be the first ones to apply ICT
in classrooms. All teachers have computer at home so when designing the lessons, teachers
use Presentation PowerPoint and some other teaching software to support their teaching.
However, frequency of ICT application for each unit in textbook is not very regular and not all
teachers can use computer for their teaching. So the effectiveness of ICT brings to EFL class

is not highly appreciated.
2.2. The study
2.2.1 Methodology
2.2.1.1 Participants
Participants chosen for this study are teachers who have been teaching English at
Thanh Hoa PCEC. 9 teachers participating in the study are those who have had years of
experience in teaching English and have used ICT in their teaching. By the time the study was
conducted, they were teaching the second semester of school year (2010-2011).
2.2.1.2 Measurement instrument
2.2.1.2.1 Survey questionnaires

18
To obtain sufficient data for the study, the main instrument is survey questionnaires
and interviews for teachers. The instrument is employed and described as follows:
The survey questionnaires are composed of 5 parts with 47 questions among which
there are 5 open-ended questions and the rest are three-level scale questions. The first part
including 5 questions is to check teachers’ status of using computer at home as well as at
school. The second part including 12 items and third part including 11 items regard teacher’s
software use and other instructional tools and materials. The purpose of these two parts is to
find out the self-expertise level of EFL teachers. The fourth part consists of 8 items about
preferences for professional development on information gathering and support. The final part
is composed of 10 items regarding barriers that teacher faced during ICT utilization in the
teaching-learning process.
2.2.1.2.2 Interview
The interview consists of 3 questions which teachers can answer based on their
experience and actual situation. The purpose of this part is to find out ICT use, the level of
expertise and the barriers that hinder the use during ICT application in Thanh Hoa PCEC.
2.2.1.3 Data Collection
The survey questionnaires were made on the paper in both Vietnamese and English
version. Vietnamese version was typed and printed then made into 9 copies to deliver to

teachers with clear and detailed explanation. After a day, the data was collected and then
analyzed.
Face to face interviewing was conducted on the other day among 5 teachers to address
three questions which purport to investigate the benefits that ICT usage brings to the teachers,
their problems that they face during ICT application and their solutions for their problems.
The language for interview was Vietnamese due to the preference of all respondents. This
choice of language helped consolidate the preciseness of data as well as avoid
misunderstanding among both interviewers and interviewees.




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2.2.2 Data analysis
In this part of the thesis, data obtained from the survey questionnaires and interviews
conducted on 9 teachers of Foreign Language and Informatics Department will be carefully
looked at and analyzed for later discussion.
2.2.2.1 Data analysis of teachers’ survey questionnaire
2.2.2.1.1 Teachers’ computer use
The majority of English teachers in this study, 100 percent (9/9) teachers have their
own computer at home. 88.8 percent (8/9) have access to a computer at work and 77.7 percent
(7/9) have access to the Internet. Daily computer use of English teachers was found as
follows: 55,5 percent (5/9) use a computer for less than one hour, 33,3 percent (3/9) use a
computer for between 1 and 3 hours, 22,2 percent (2/9) use computer for between 3-5 hours
and 11,1 percent (1/9) use a computer for more than five hours a day.
2.2.2.1.2 Teachers’ software use
Software Use
Good
Average
None

1. Word processor (Word…)
7
2
0
2. Spreadsheets (Excel etc.)
5
2
2
3. Presentation Software (PowerPoint etc…)
7
2
0
4. Databases (Access etc)
1
3
5
5. Computer Aided Instruction Software
3
4
2
6. Web Page Development Tools (FrontPage, dreamweaver)
0
2
7
7. Web Browsers (Netscape, Explorer, Mozilla Firefox…etc)
7
2
0
8. Search Engines (Google, yahoo etc.)
8

1
0
9. Electronic Mail (e-mail)
8
1
0
10. Chat and/or Forum
6
1
1
11. Electronic Encyclopedia and/or Atlas
3
2
4
12. Instructional Films (video, CD, VCD etc.)
6
2
1
Table 1: Teachers’ Software use

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The English teachers specified their level of expertise on twelve types of computer
software by using a three-level-scale (Good, Average and None). Over 80 percent of the
participants rated their skills as good at word processing, presentation software, web browsers,
search engines, electronic mail. Over 60 percent of participants rated their skills as good at
Spreadsheets (Excel etc.), Chat and/or Forum, Instructional Films (video, CD, VCD etc.).
There were over from 55 to 77,7 percent of teachers did not know about Web Page
Development Tools (FrontPage, dream weaver) and Databases ( Access…), and 45 percent of
teachers rated their expertise as average at Computer Aided Instruction Software.
2.2.2.1.3 Use of Instructional Tools and Materials

Use of Instructional Tools and Materials
Frequently
Sometimes
Never
1. Board
9
0
0
2. Overhead Projector
8
1
0
3. Opaque Projector and/or Document Camera
0
0
9
4. Multimedia Computer
0
3
6
5. Computer – Projector System
0
0
9
6. Internet/Web Environment
6
2
1
7. Television/Video
3

3
3
8. Radio Cassette Recorder
0
3
6
9. Video Camera
0
0
9
10. Slide Projector
8
1
0
11. Printed Materials (journals, books, worksheets
etc.)
9
0
0
Table 2: Use of Instructional Tools and Materials
The English teachers indicated their use of eleven types of instructional tools and
materials by using a three-level scale (Frequently, Sometimes and Never). 67% of teachers
used Internet/Web Environment frequently. 100% of teachers never used Video Camera,
Computer-Project system and Document Camera in their teaching process. About 67% of
teachers never used Cassette Recorder or Multimedia Computer to support their teaching. The