VietTESOL International Convention 2026

Integrating technology into higher education has shifted the baseline for what makes a competent English teacher. However, the student perspective on this shift remains largely overlooked. We still know very little about how learners evaluate their instructors' digital competencies in practice. This exploratory study aims to fill that void by investigating the contrast between students' expectations and their actual classroom experiences in tech-supported English classes. Based on a learner-centred TPACK framework and a pedagogical appropriateness scale, we gathered data through a Likert-scale survey of 162 undergraduate EFL learners in Ho Chi Minh City. Data revealed largely positive student evaluations. Learners highly valued instructors who could smoothly align digital tools with language content to boost engagement, clarify concepts, and create meaningful practice opportunities. Furthermore, students emphasized the importance of clear guidance, well-paced instruction, and the use of level-appropriate technology. Ultimately, these findings offer practical directions for teacher training, highlighting how educators can more effectively integrate digital tools into university-level language instruction.