authorities have made it a requirement of instructors to use digital technology into classroom education.
It is doubtful how Vietnamese professors make use of technology in the classroom.
Instructors in colleges and universities are expected to have the knowledge and abilities necessary to teach students using digital technologies (Nguyen Thi Thang, 2020). Despite this, teachers are still reluctant to use technology in their classrooms, even if they are aware of its potential benefits. This raises the issue of educational institutions' ability to effectively employ digital technology to enhance the teaching and learning environment.
Furthermore, instructors' and students' attitudes toward technology-enhanced classroom activities provide a substantial challenge. Using a public university in Hanoi as a case study, the researcher looked at how professors and students utilize digital technology to improve teaching and learning, as well as their attitudes towards the usage of digital technologies in general. Hence, two research questions were addressed:
What and how are digital techniques used in EFL classes?
What are teachers' and students' perspectives towards the implementation of digital techniques in EFL classes?
Educators use technology for a wide range of reasons, including: increasing student achievement (Bond et al. 2018), increasing student motivation to learn (Ho Thi Thu Huong, 2018), increasing student involvement (Coates, 2015; Nguyen Thi Thang, 2020;
Pham Thu Tra, 2019), facilitating student collaboration (Nguyen Thi Thang, 2020; Pham Thu Tra, 2019), and facilitating communication between students (Nguyen Thi Thang, 2020; Pham Thu Tra 2019, Fredricks et al., 2004). With the aim of achieving these varied objectives, a variety of focused instructional approaches for utilizing technology must be developed (Pham Thu Tra, 2019). Educators' use of digital technology is increasingly being studied as a consequence of this necessity.
There has been an increasing use of digital gadgets in classrooms to help students learn and teach better. Learner management systems and presentation software are two of the most often used classroom technology tools for educational purposes, according to Liu (2016); Chow & Armatas (2018; 2018; 2018) and Yin (2018). Graphic and visualization tools, communication technology tools, and social media tools are all categorized by Chuang, Weng & Huang (2015). Like the previous author, Cubeles and Riu (2016) favor first-hand learning experiences equivalent to those described in the previous study, followed by social media and mobile devices, then learning management system technologies. There are several factors that contribute to a student's academic achievement, motivation and interest, and social interactions.
By Hoang Ngoc Tue et al. in 2021, the mandated COVID-19 online education and learning shift has matured into an essential part of all students' lifelong learning. No matter how proficient they are with technology, teachers will have to change the way they educate if they want to keep up with the times. This requirement must be met by all instructors.
Professional knowledge and abilities are essential for teachers to face the difficulties of the job. Thus, a number of investigations into the use of digital tools in the context of teaching and learning English in Vietnam have been conducted (Ho Thi Thu Huong, 2019; Pham Thu Tra, 2019; Nguyen Thi Thang, 2020; Hoang Ngoc Tue & Le Duc Hanh, 2021; Van Kieu Lam et al., 2021).
Ho Thi Thu Huong (2019) led a study to examine whether Quizlet is more effective than conventional methods like paper flashcards in helping English learners. Four weeks of training and testing followed by immediate and delayed posttests were all part of the study.
Pre-test, training, and post-testing were all part of the trial. In a single classroom, each and every kid was examined. For the sake of organization, they were split up into two separate groups. Weekly, students were given twenty new words to learn from a book they read.
Group B used paper flashcards for the first two weeks. In the weeks that followed, students in group A utilized paper flashcards, while those in group B took a quiz on Quizlet. This was mitigated by the availability of two distinct tools. Prior training sessions were shown on videos, screenshots, and questionnaires were provided to six individuals. Technological advancements seem to improve vocabulary development. When it comes to learning new words, Quizlet looks to be superior than flashcards. Furthermore, Quizlet meets the needs of students who want to improve their language skills. Paper flashcards inspire pupils to enhance their pronunciation, but Quizlet's flashcards do not. Because of the high need for exposure to American English in Vietnamese classrooms, it seems that apps are a better option for students learning English as a second language.
An investigation of how people felt about mobile-assisted language learning was conducted by Pham Thu Tra (2019). As a primary means of collecting data, survey questionnaires were used in this research. It was shown that participants viewed mobile-assisted language positively in both qualitative and quantitative terms. In order to achieve
the study's objectives, the questionnaire was developed. The poll was taken by 95 people.
Findings from the study's mixed-method design were particularly important. The majority of students regarded mobile devices to be useful in the classroom. They praised the usefulness and simplicity of mobile-assisted language learning. Additionally, they become more enthused while in class while utilizing their mobile devices to learn. Because of this, future language-learning exercises make sense. Learning a new language with the use of mobile devices is considered a cutting-edge method of teaching and learning. In addition, teachers and students alike should work to improve their digital literacy levels.
Kahoot, a mobile-assisted application and successor of "Personal Response Systems," was used in a case study by Nguyen Thi Thang (2020). The purpose of this research is to investigate how Kahoot's influence is quantified. Survey results collected on a Likert scale revealed students' opinions on Kahoot. Open-ended questions were more prevalent in Kahoot quizzes than closed-ended ones were. According to past research, kids may benefit from Kahoot's improved classroom engagement with the instructor. This helps students learn in a more personalized and dynamic way, resulting in a higher level of participation.
Kahoot is a quick and painless way to gauge a student's progress in class. These findings suggest that using Kahoot in the classroom is a good idea.
In a study conducted by Hoang Ngoc Tue and Le Duc Hanh (2021), English instructors at several Vietnamese vocational schools were asked about their attitudes regarding moving from face-to-face classes to online ones. Data was gathered from 45 English language teachers using a questionnaire survey and nine in-depth interviews. The Vocational English instructors' attitudes towards employing technology in the classroom through virtual classrooms were analyzed based on the results. Instructors' favorable opinions regarding online teaching were found, despite reports that teachers were under pressure when they were compelled to switch to online mode. During the outbreak of COVID-19, the authors underlined the need for instructors' awareness and flexibility in adjusting their teaching environment.
Sharing the same view as the previous authors, Van Kieu Lam et al. (2021) examined the popularity and effectiveness of employing technology in English instruction among Van Lang University's third-year EFL students. Data analysis from questionnaires and interviews indicated technology enabled students to frequently make use of educational apps, smartphones, and tablets. The authors concluded that using technology to study English had the potential to encourage students to enhance their language skills and accelerate their learning process.
The research cited in this section makes numerous important arguments. It is recognized that the use of technology contributes to students' development of greater self-confidence, thus boosting motivation and a desire to study. A more sophisticated use of technology in pedagogy enables instructors to be inclusive of students at all levels.
Recognizing and using this paradigm enables school administrators to work more effectively with professors and students who use technology in the classroom and in the real world. Students must be taught in their preferred learning method in order to be more successful.When teachers are placed in a technology-supported environment that is more conducive to their students' learning styles, they can utilize a variety of technologies that have the potential to engage students and support constructivist learning approaches, such as Google Docs, websites, computer software, LMS, PowerPoint, clicker-based response systems, and other types of interactive technology. Educators' objective is to integrate current technology to facilitate effective learning. Digital technology has become a popular trend across the globe, and Vietnam is not an exception. Most of the studies mentioned
above have also brought to light the topic of students and instructors using digital methods in higher education. Additional advantages were identified in the literature review: digital gadgets or apps were reported with various effects on instructors and students. Most of the reviewed articles explore vocabulary acquisition or participants' attitudes in general. Very little is devoted to individual language learning and their habit of using digital techniques.
Hence, the purpose of this research is to determine if students and professors at a high-education institution have a positive attitude toward learning with high-tech applications like the University of Economics–Technology for Industries are receptive to utilizing digital tools, how they utilize technology applications in the teaching and learning process, as well as their perspectives on specific components, namely behavioral, cognitive, and emotional engagement towards technology’s usefulness in their interaction in language classrooms.
3. Research methodology