Is Digital Competence Enough? Rethinking Teaching Effectiveness in Vietnamese EFL Higher Education.
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| Title: | Is Digital Competence Enough? Rethinking Teaching Effectiveness in Vietnamese EFL Higher Education. |
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| Authors: | Le, Nhung Thuy Thi1 nhungltt@hub.edu.vn, Bui, Huynh Manh1 huynhbui1105@gmail.com |
| Source: | International Journal of Special Education. 2026 Special Issue, Vol. 41, p505-510. 6p. |
| Subject Terms: | *Effective teaching, *Language teachers, *English language education, *Institutional environment, *Digital literacy, *Educational technology, Quantitative research |
| Geographic Terms: | Vietnam |
| Abstract: | The increasing integration of digital technologies in higher education has raised expectations for language teachers to develop strong digital competence to support technology-enhanced learning environments. However, empirical evidence regarding whether teachers’ digital competence contributes to teaching effectiveness remains limited. This study therefore examined the relationship between EFL teachers’ digital competence and their teaching effectiveness. A quantitative correlational research design was employed. Data were collected from 879 EFL lecturers working in Vietnam. Pearson product–moment correlation analysis was conducted to examine the relationship between the two constructs. The findings indicated that lecturers reported relatively high levels of both digital competence and teaching effectiveness across most dimensions. However, the correlation analysis revealed that digital competence did not have a significant relationship with teaching effectiveness. These findings suggest that digital competence alone may not necessarily lead to improved teaching performance. To explain this result, the study proposes an interpretive perspective in which the influence of digital competence operates indirectly through the pedagogical integration of digital technologies, while institutional factors such as technological infrastructure, professional development opportunities, and technical support also shape instructional effectiveness. The study highlights the complex and context-dependent nature of technology integration in EFL higher education. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194922775 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Is Digital Competence Enough? Rethinking Teaching Effectiveness in Vietnamese EFL Higher Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Le%2C+Nhung+Thuy+Thi%22">Le, Nhung Thuy Thi</searchLink><relatesTo>1</relatesTo><i> nhungltt@hub.edu.vn</i><br /><searchLink fieldCode="AR" term="%22Bui%2C+Huynh+Manh%22">Bui, Huynh Manh</searchLink><relatesTo>1</relatesTo><i> huynhbui1105@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Special+Education%22">International Journal of Special Education</searchLink>. 2026 Special Issue, Vol. 41, p505-510. 6p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+teachers%22">Language teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Institutional+environment%22">Institutional environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Vietnam%22">Vietnam</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The increasing integration of digital technologies in higher education has raised expectations for language teachers to develop strong digital competence to support technology-enhanced learning environments. However, empirical evidence regarding whether teachers’ digital competence contributes to teaching effectiveness remains limited. This study therefore examined the relationship between EFL teachers’ digital competence and their teaching effectiveness. A quantitative correlational research design was employed. Data were collected from 879 EFL lecturers working in Vietnam. Pearson product–moment correlation analysis was conducted to examine the relationship between the two constructs. The findings indicated that lecturers reported relatively high levels of both digital competence and teaching effectiveness across most dimensions. However, the correlation analysis revealed that digital competence did not have a significant relationship with teaching effectiveness. These findings suggest that digital competence alone may not necessarily lead to improved teaching performance. To explain this result, the study proposes an interpretive perspective in which the influence of digital competence operates indirectly through the pedagogical integration of digital technologies, while institutional factors such as technological infrastructure, professional development opportunities, and technical support also shape instructional effectiveness. The study highlights the complex and context-dependent nature of technology integration in EFL higher education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194922775 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 505 Subjects: – SubjectFull: Effective teaching Type: general – SubjectFull: Language teachers Type: general – SubjectFull: English language education Type: general – SubjectFull: Institutional environment Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Quantitative research Type: general – SubjectFull: Vietnam Type: general Titles: – TitleFull: Is Digital Competence Enough? Rethinking Teaching Effectiveness in Vietnamese EFL Higher Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Le, Nhung Thuy Thi – PersonEntity: Name: NameFull: Bui, Huynh Manh IsPartOfRelationships: – BibEntity: Dates: – D: 05 M: 01 Text: 2026 Special Issue Type: published Y: 2026 Identifiers: – Type: issn-print Value: 08273383 Numbering: – Type: volume Value: 41 Titles: – TitleFull: International Journal of Special Education Type: main |
| ResultId | 1 |
