VietTESOL International Convention 2025

The COVID-19 pandemic has prompted an abrupt shift from traditional teaching to online teaching on the Zoom platform, giving rise to the concept of emergency remote teaching (ERT). Although many studies have reviewed the challenges of this format, few have examined how teachers and students perceive and respond to these obstacles. This study addresses this gap by investigating the attitudes of English teachers and non-English major students at VNU-HCM University of Science toward the challenges experienced during ERT via Zoom. This study adopts a dual-model approach to analyzing attitudes. For teachers, the Technology Acceptance Model (TAM) is used, focusing on perceived usefulness and perceived ease of use. For students, whose experience with Zoom is shaped more by emotional, cognitive, and behavioral responses to ERT, the ABC model of attitude is applied. Data were collected through semi-structured teacher interviews (n=5) analyzed qualitatively and a student questionnaire (n=130) analyzed quantitatively. Findings show that teachers were more concerned about the pedagogical limitations than about the technical interface itself while maintaining a positive attitude based on the usefulness of Zoom. Similarly, students’ affective attitudes were generally positive or neutral; however, behaviorally, student participation was low, with many turning off their cameras, avoiding verbal interaction, and multitasking during lessons. These results suggest that emotional positivity alone does not ensure effective learning behaviors. By integrating the TAM and ABC models, this study offers a nuanced understanding of the attitudinal dynamics, with implications for future teacher training and student engagement strategies in ERT via Zoom.

Keywords: emergency remote teaching; ERT; Zoom; teachers’ attitudes; students’ attitudes