Information and communication technologies have significantly contributed to the shaping of an increasingly digitalised landscape of English language teaching over the past decades. Recent years have seen initial changes in the technology-supported English as a foreign language education in Vietnam including a number of emerging initiatives aimed at developing teachers’ technological competencies. In this light, a study into the digital literacy development of a group of EFL teachers at a Vietnamese university is proposed. Firstly, the rationale for and significance of the study are justified, giving rise to the research aims and questions. The paper then continues with a critical review of literature on English language teachers’ digital literacy and digital literacy-focused professional development. Following this is a careful explanation of intended epistemology and methodology. The subsequent sections elaborate on two data collection methods, observation and interviews, in terms of their relevance, sampling, principles, and practices, and potential strategies for data analysis. Finally, relevant ethical issues are discussed and a completion timeline is outlined before a brief summary completes the paper.
Xuan Nguyen, Unitec Institute of Technology, New Zealand
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