Digital literacy; ICT; Language education; Narrative frames; Teacher agency
Utilization of information and communications technology (ICT) has become a prevailing practice in language education. However, the level of ICT adoption is contingent on an array of elements including teachers’ willingness and their digital literacy. Drawing on the construct of agency, this study aims to explore the extent to which teachers regulate their ICT application in language teaching. Narrative frames were employed to obtain the perspectives and agentive utilization of ICT of three Vietnamese teachers of English (two females and one male) working at three universities in Vietnam. They were invited to reflect on the three different stages of ICT adoption including pre-adoption, actual adoption, and future projections. Findings show that all three participants complimented on the versatility of technology in terms of resources and opportunities for learners’ language practice within and beyond the classroom. Major challenges confronting these teachers involve the lack of dedicated facilities, their adaptability to change in ICT-mediated settings, and time constraints. This study concludes with implications for teachers and education stakeholders in terms of policies and approaches to ICT in language learning and teaching.