From beliefs to practices: University English lecturers’ digital technology integration in a regional Vietnamese context

Dang Thi Bao Dung; Lanh Le Van; Du Tran; The Nguyen Huu

doi:10.12928/eltej.v9i1.15664

Authors

Dang Thi Bao Dung Can Tho University of Technology
Lanh Le Van Can Tho University of Technology
Du Tran Thu Dau Mot University
The Nguyen Huu Ba Ria - Vung Tau College of Education

DOI:

https://doi.org/10.12928/eltej.v9i1.15664

Keywords:

Digital technology integration, English language teaching, teacher cognition, assessment practices;, Higher education

Abstract

Digital technology integration has become a central feature of English language teaching (ELT) in higher education, yet how lecturers translate positive beliefs into classroom practices remains uneven, especially in underrepresented regional settings. This qualitative study examines how university English lecturers in the Mekong Delta, Vietnam, a socio-economically diverse region where national digital transformation agendas are mediated by local infrastructural and pedagogical constraints, move from beliefs to practices in integrating digital technologies into ELT. Semi-structured interviews were conducted with 14 purposively selected lecturers and analyzed thematically through an inductive-deductive approach. The findings reveal broad endorsement of technology’s pedagogical value alongside marked variation in instructional and assessment enactments. Lecturers’ adoption patterns are best understood along a continuum from high adopters to emerging and minimal users, shaped by pedagogical orientation, perceived usefulness and ease of use, assessment literacy, and contextual and institutional conditions. The study sharpens teacher cognition research by showing that the belief-practice relationship is non-linear and mediated, and by conceptualizing technology adoption as a continuum rather than a fixed typology in a regional ELT context in higher education. Implications are discussed for professional development, institutional support, and sustainable digital transformation in ELT.

Author Biographies

Dang Thi Bao Dung, Can Tho University of Technology

Dr. Dang Thi Bao Dung is currently a lecturer at Can Tho University of Technology, Vietnam. She holds a Master's degree in TESOL from Victoria University, Australia, and a Ph.D. in Contrastive Linguistics from the University of Social Sciences and Humanities, Vietnam. Her research interests include language skills, teaching methodologies, test-preparation instruction, and the interplay between language and culture. Her published research encompasses both language teaching and linguistics

Lanh Le Van, Can Tho University of Technology

Mr. Le Van Lanh is currently a lecturer at Can Tho University of Technology, Vietnam. He holds a Master’s degree in Theories and Methods of Teaching and a Master’s degree in Business Administration. He is currently pursuing a Ph.D. in Theories and Methods of Teaching. His research interests include teaching methodologies, language skills, test-preparation instruction, as well as the relationship between language and culture. His published research focuses on teaching methodologies and cultural studies

Du Tran, Thu Dau Mot University

Dr Tran Thanh Du is majoring both in TESOL methodologies and in Contrastive Linguistics. He is currently a lecturer and also the head the English Language Programe at Thu Dau Mot University in Viet Nam. He takes his interests in studies of linguistics, sociolinguistics, pragmatics, learner motivation and English language teaching methodologies. All of his published works are related to both linguistic studies and TESOL-related issues. He endevours to improve language use in general as well as English language teaching and learning in global contexts

The Nguyen Huu, Ba Ria - Vung Tau College of Education

Nguyen Huu The is a Doctor of Contrastive Linguistics. He is currently a lecturer at Faculty of the Foreign Languages, Ba Ria - Vung Tau College of Education, Viet Nam. His major areas of expertise are TESOL and Contrastive linguistics. His research interests are linguistics, semantics, stylistics, pragmatics and English language teaching methodologies. All of his published works are related to both linguistic studies and TESOL-related issues

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