Speakers
Description
This study has investigated the digital transformation capabilities of secondary and tertiary English teachers in Ho Chi Minh City. The results indicate that teachers have utilized basic technology tools in their teaching, but their ability to leverage more complex tools and integrate technology into creative learning activities still needs to be improved. The study also highlights that the lack of specialized training programs and limited infrastructure are significant barriers. Therefore, the study proposes that for more accurate and favorable outcomes, more research should be conducted on a larger scale, involving a greater number of participating teachers and expanding the data collection area, as well as including all components of the TPACK model in the field of teacher digital transformation. The research results provide important suggestions for education managers, policymakers, and researchers in developing training programs and supporting teachers to enhance their technology use skills in teaching, in order to meet the demands of modern education.
Biography
The authors of this study are a dedicated team of four scholars, all currently immersed in their Master's in TESOL program at Ho Chi Minh City University of Education. Their collective pursuit of advanced knowledge in Teaching English to Speakers of Other Languages underpins their collaborative research endeavors, reflecting a shared commitment to enhancing English language education.
United by a common passion for pedagogical innovation, the authors have cultivated a focused interest in the evolving landscape of English language teaching, particularly within the dynamic educational context of Ho Chi Minh City and beyond. Their academic journey at Ho Chi Minh City University of Education provides a rich theoretical foundation, which they actively seek to complement with practical, impactful research. This study directly stems from their collective curiosity about how modern educational technologies and digital literacies are shaping the roles and competencies of English teachers. They are particularly interested in exploring the practical implications of digital transformation for teaching methodologies and teacher professional development in a local context.
Beyond their current research, these emerging TESOL professionals are poised to make significant contributions to the field. Their aspirations include fostering more digitally agile and effective English language learning environments, informing policy and practice in teacher training, and contributing to the body of knowledge on TESOL in the 21st century. Through their ongoing studies and collaborative projects, they aim to empower educators and learners alike in navigating the complexities and opportunities of contemporary language education.
