Investigating Vietnamese EFL Teachers’ Willingness to Implement Educational Technology Tools Following Professional Development

Abstract

This reflection discusses my experience conducting a mixed-methods study on Vietnamese EFL teachers’ willingness to implement educational technology (EdTech) after participating in professional development (PD). While the Technology Acceptance Model (TAM) (Davis, 1989)  provided a robust theoretical foundation, I encountered challenges in adapting quantitative scales, ensuring conceptual clarity, and conducting intricate statistical procedures. The qualitative strand necessitated heightened reflexivity, particularly in striking a balance between explanation and neutrality during interviews. Through these experiences, I’ve developed greater methodological confidence and a clearer understanding of how teachers’ willingness is shaped by both measurable constructs and lived realities.