Impact of early reading skills and teachers perceptions in English as a foreign language using ICT: Evidence from Vietnam

Abstract

This study aimed to identify the early reading skills in English as a foreign language via information and communication technology in Vietnam as well as early childhood student teachers perception. Currently, information and communication technology and part of the teacher’s perception in the classroom practices performed an effective role in the learning aptitude of students and enhanced their reading skills in English as a foreign language. The nature of the study was cross-sectional and data were collected from 100 students and teachers from Hanoi National University of Education. The output of the study revealed that more students were agreed and had a positive perception towards the uses of information and communication technology in teaching reading in English as a foreign language. The results also indicated that teachers used the best skills and strategies to enhance children’s vocabulary in the classrooms. Lastly, findings indicated that students faced a lack of resources and technical support as significant barriers. Implications for early childhood pre-service teacher training and educational policy are discussed.

Keywords: Barriers, Early Childhood Education, Reading, Strategies., Students, Teachers’ Perception, Vietnam, and skills

DOI: https://doi.org/10.37745/bje/vol8.no3.pp1-15.2020

Article Review Status: Published

Pages: 1-15 (Download PDF)

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