Speaker
Description
Recognizing the growing importance of digital skills in education, particularly in EFL contexts, this study aims to investigate EFL high school students’ perceptions of their digital competence in relation to the Vietnamese National Digital Competence Framework for Learners (Circular 02/2025/TT-BGDĐT). This framework comprises six domains: Data and Information Literacy, Communication and Collaboration, Digital Content Creation, Digital Safety, Problem Solving, and AI Application. Using a mixed-methods design, the study employed a 30-item questionnaire to collect data from 184 Grade 10 and 12 students at a public high school in southern Vietnam, followed by semi-structured interviews with six participants within the population. The results highlight that students perceived their overall high level of positive digital competence. Specifically, students rated highest in the domain Communication and Collaboration, while Data and Information Literacy and Digital Content Creation were their least confident areas. In terms of demographic information, no significant differences in digital competence were found by gender or place of residence. Students’ prior knowledge of the national framework consistently indicated higher self-perceptions across most domains. However, the findings also indicate that students need further support in information evaluation, creative production, and responsible AI use. The study further provides implications for EFL pedagogy, curriculum design, and policy to foster balanced digital competence in Vietnamese secondary education.
Keywords: digital competence, perceptions, EFL high school students, Vietnamese National Digital Competence Framework
Biography
Trần Thị Thanh Ngọc has been working as an English teacher at a public high school for 16 years. She received her Master’s degree from Can Tho University last year. As a teacher, her approach to teaching encompasses a deep understanding of both the subject matter and the principles that guide effective pedagogy. Her understanding of the English language and literature extends beyond mere comprehension; it delves into the nuances of linguistic structure, literary analysis, and effective communication. She recognizes the importance of fostering a supportive and engaging learning environment that caters to the diverse needs of her students. In addition to classroom teaching, she has actively engaged in educational research and material development for EFL learners. She is also interested in doing the researches that relate to enhancing students’ learning outcomes and integrating digital technologies into English teaching and learning to enhance student engagement, language proficiency, and lifelong learning skills in Vietnamese secondary education contexts.
| Affiliate type | Vietnamese public school |
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