VietTESOL International Convention 2026

In the digital era, pre-service teachers should master the Technological Pedagogical Content Knowledge (TPACK) framework to meet 21st-century educational demands. However, there is a significant lack of research on how pre-service teachers perceive their readiness across all seven TPACK domains in the Vietnamese EFL context, specifically at HUFLIS. This study aims to explore these teachers' perceptions of TPACK components and their self-reported competencies in applying the framework during their teaching practice. Employing the mixed-methods design, the research surveyed 59 final-year English Pedagogy students and conducted semi-structured interviews to gain deeper insights. Quantitative results revealed that participants rated their overall TPACK competence at a relatively high level, with Pedagogical Knowledge (PK) and Technological Knowledge (TK) emerging as the strongest domains. In contrast, Technological Content Knowledge (TCK) was identified as the weakest area, suggesting that while students are proficient with basic tools, they struggle to use technology to transform specific linguistic content creatively. Qualitative data also highlighted significant barriers, including infrastructure limitations at practicum schools and heavy time pressure during lesson design. This research serves as a vital empirical reference for HUFLIS to refine its curriculum, shifting from general technology training to specialized, content-specific technology integration.