MANAGING TECHNOLOGY-INTEGRATED ENGLISH LANGUAGE TEACHING   IN HIGHER EDUCATION FROM STUDENTS’ PERSPECTIVES

Do Thi Thu Ha

Do Thi Thu Ha	hadtt13@fe.edu.vn	FPT University Hoa Lac Hi-Tech Park, Km 29, Thang Long Avenue, Thach Hoa commune, Hanoi, Vietnam

Summary:

The integration of digital technology is transforming the way English is taught and learned in higher education, enhancing flexibility, personalization, and students’ autonomous learning capacity. This study aims to evaluate the effectiveness and challenges of technology integrated English language teaching and to propose management solutions to support the organization and instructional support of teaching activities from students’ perspectives. Data were collected through a survey of 100 first-year students and in-depth interviews with 11 students at FPT University. The findings show that most students hold positive attitudes and express a high level of technology acceptance; platforms such as Google Classroom, MyEL, and Edunext enable them to become more proactive, track their progress, and receive timely feedback. However, based on students’ experiences, management practices remain limited in three areas: inconsistent platform use, insufficient digital skills training at the start of courses, and insufficient personalized learning feedback. Based on these results, the study recommends standardizing digital learning systems, strengthening the development of digital competence for both lecturers and students, and improving two-way feedback mechanisms to enhance the effectiveness and sustainability of technology-integrated English language teaching at the university level.

View file

Keywords:

Digital technology integration

English teaching

higher education

educational management

students’ perspectives.

Refers:

[1] Alfadda, H. A. & Mahdi, H. S. (2021). Measuring students’ use of Zoom application in language course based on the Technology Acceptance Model (TAM). Journal of Psycholinguistic Research, 50(4), pp.883-900. https://doi.org/10.1007/s10936 020-09752-1.

[2] Ayele, Z. A. (2022). An investigation into the practices and challenges of students’ use of ICTs in English: Selected Ethiopian public universities in focus. Journal of Language Teaching and Research, 13(4), pp.707-717. https://doi.org/10.17507/jltr.1304.03.

[3] Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), pp.77-101. org/10.1191/1478088706qp063oa.

[4] Creswell, J. W. & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.

[5] Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), pp.319–340. https://doi.org/10.2307/249008.

[6] Liang, W. (2021). University teachers’ technology integration in teaching English as a foreign language: Evidence from a case study in mainland China. SN Social Sciences, 1(8), p.219. https://doi. org/10.1007/s43545-021-00223-5.

[7] Nguyễn Quốc Chí & Nguyễn Thị Mỹ Lộc. (2012). Đại cương khoa học quản lí. NXB Đại học Quốc gia Hà Nội.

[8] Phạm Nữ Vân Anh. (2022). Tích hợp công nghệ trong giảng dạy ngoại ngữ. Tạp chí Khoa học Ngoại ngữ, Trường Đại học Hà Nội, 71, tr.45-56. https://doi. org/10.56844/tckhnn.71.187.

[9] Phạm Thị Thúy. (2024). Các yếu tố ảnh hưởng đến việc ứng dụng công nghệ vào giảng dạy tiếng Anh EFL tại Việt Nam. Tạp chí Khoa học, Trường Đại học Mở Hà Nội, 89(2), tr.56-68. https://doi.org/10.59266/ houjs.2024.489.

[10] Trần Thanh Nga & Bùi Thị Nga. (2024). Thái độ của sinh viên khi sử dụng công nghệ thông tin trong việc học tiếng Anh. Tạp chí Khoa học, Trường Đại học Mở Hà Nội, 90(3), tr.102-112. https://doi.org/10.59266/ houjs.2024.507.

[11] Waluyo, B. (2024). Technology-fused English teaching and learning in higher education: From individual differences to being different individuals. LEARN Journal, 17(1), pp.22-37. https://doi.org/10.70730/ XSFP6133.

[12] Wang, Y. & Kabilan, M. K. (2024). Integrating technology into English learning in higher education: A bibliometric analysis. Cogent Education, 11(1), Article 2404201. https://doi.org/10.1080/233118 6X.2024.2404201.

Journal:

No. 3, March 2026

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

MANAGING TECHNOLOGY-INTEGRATED ENGLISH LANGUAGE TEACHING IN HIGHER EDUCATION FROM STUDENTS’ PERSPECTIVES