VietTESOL International Convention 2026

This study investigates how digital learning tools can meaningfully support L2 development in Vietnam’s public high school English classrooms as the nation moves toward an ESL‑oriented educational future. Grounded in classroom observations and teacher reflections from multiple high schools, the study examines how online platforms, blended learning models, and mobile‑supported activities reshape learner engagement, interaction, and autonomy. It analyzes how teachers integrate technology to diversify input, scaffold practice, and provide timely feedback, while also addressing persistent challenges such as uneven digital access, limited training, and misalignment between technological affordances and curriculum expectations. Particular attention is given to how technology‑enhanced tasks can expand opportunities for communicative practice beyond the classroom, support differentiated instruction for mixed‑ability groups, and strengthen students’ confidence in using English for authentic purposes. The presentation also explores how teachers’ evolving digital competencies influence instructional design and assessment practices, especially in relation to formative feedback and technology‑enhanced testing. By synthesizing classroom‑based evidence with broader policy directions, the session offers practical recommendations for integrating technology in ways that are pedagogically sound, contextually feasible, and responsive to the realities of Vietnam’s public high school system. The goal is to support sustainable, equitable, and effective L2 learning pathways for all students.