EFL teacher agency in the era of digital transformation: A multiple-case study in Vietnam
Authors
- Ho Thi Nhu Uyen Ton Duc Thang University, Vietnam
Abstract
The purpose of this case study was to explore how EFL teachers in Vietnam enacted their agency in the digital transformation era. Drawing on the ecological model of teacher agency, this study employed a qualitative multiple-case design with the participation of three teachers and the data sources of semi-structured interviews and classroom observations.The study shows that the teachers’ agency was influenced by their past experiences, current conditions and aspirations for the future. Their early challenges with digital tools, professional identities, and the Covid-19 pandemic hindered their technological adoption while peer support and reflective practices enabled them to develop their digital competence. The teachers adapted their textbooks, utilized digital platforms (e.g., Quizlet, Padlet, Kahoot) and shifted their roles from knowledge transmitters to facilitators in their teaching practices. The adaptations made by the teachers also created more active, collaborative, self-directed and learner-centered practices among the students. These findings illustrate important implications for teacher agency in the era of digital transformation, highlighting the active roles of teachers in adopting technologies to improve students’ learning outcomes.
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