CALL INITIAL TEACHER EDUCATION IN VIETNAMESE HIGHER EDUCATION: UNHEARD VOICES
CALL INITIAL TEACHER EDUCATION IN VIETNAMESE HIGHER EDUCATION: UNHEARD VOICES

Summary/Abstract: The pressing need to prepare Computer-Assisted Language Learning (CALL) professional competence for English as a Foreign Language (EFL) pre-service teachers has come to be significant to ongoing national reforms to improve English teaching pedagogy. This study employed a convergent mixed-methods research design to investigate the perceptions of Vietnamese EFL pre-service teachers and teacher educators concerning technology preparation and integration into the EFL initial teacher education in Vietnamese higher education. The data included a survey completed by 67 pre-service teachers, a focus group discussion with six of them, and a semi-structured interview with three teacher educators at a higher education institution in Vietnam. Findings reveal that pre-service teachers received significant opportunities to learn regarding CALL-related knowledge within their initial teacher education program. The findings also show a number of substantial factors impacting the integration of Information and Communications Technology (ICT) into the initial teacher education regarding individual teacher educators, individual EFL pre-service teachers, the provision of resources, and CALL technology-related policies. The study suggests that the EFL initial teacher education program needs to take the opportunity to learn and policies on CALL-related pedagogies into account developing pre-service teachers’ professional competence.

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