Pre-Service EFL Teachers’ Perceived Readiness in Using ICT in their Learning and Teaching

Abstract

This study explores the perceived readiness of pre-service English as a Foreign Language (EFL) teachers to integrate Information and Communication Technology (ICT) into their teaching practices in Vietnam. Using a mixed-methods approach, the research draws on quantitative and qualitative data from 110 final-year pre-service EFL teachers completing their teaching practicum in local schools. Data were collected through questionnaires and semi-structured interviews, with readiness assessed using Krumsvik’s (2014) digital competence model. The findings indicate that participants generally perceive their digital competence as moderate to high across all four domains, reflecting a strong sense of confidence in ICT integration. However, significant gender differences emerged, with male pre-service teachers reporting higher digital competence than their female counterparts. The study also identifies four major challenges encountered during the practicum: pedagogical limitations, technological constraints, psychological barriers, and concerns about students’ ICT-related difficulties. These findings highlight the need for teacher training programs to provide more targeted support in developing digital assessment competence and addressing barriers to ICT integration, ensuring that future educators are well-equipped for technology-enhanced EFL instruction.