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


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 vi
LIST OF ABRREVIATION


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.

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.

3
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.
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

5
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

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.

7
- 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

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.

9
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,

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

11
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

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).

13
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.

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

15
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

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

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.

19
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
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

20
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

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