Edith Cowan University, Research Online, Perth, Western Australia
Abstract
Teacher education in Vietnam has undergone radical reform in the last decade. This is partially the result ofthe determination of the Vietnamese government to improve education quality nationwide at all levels. In particular, the training of teachers of English as a Foreign Language (EFL) has received significant consideration. This is shown in many policy documents issued by the government that focus on increasing both quantity and quality of EFL teachers (Government of Vietnam, 2008; Ministry of Education and Training, 2014). Among the quality standards of EFL teachers, ICT competence has recently received considerable attention and investment (Government of Vietnam, 2017; Ministry of Education and Training, 2016, 2017). In order to upgrade this competence, investment in ICT training and facilities for institutions and schools nationwide has been a major concern for the government
