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This paper presents the findings of a study which was undertaken at five different primary schools in Vietnam. The participants were 5 teachers of English aged 28 to 35 in Quang Ngai province. | ISSN 1859-1531 - THE UNIVERSITY OF DANANG, JOURNAL OF SCIENCE AND TECHNOLOGY, NO. 6(127).2018 55 TEACHERS’ PERCEPTION TOWARDS THE USE OF ICT IN VIETNAM: USING ACTIVITY THEORY TO IDENTIFY CONTRADICTIONS 1 Huynh Ngoc Mai Kha1, Pham Thi To Nhu2 University of Foreign Language Studies – The University of Danang;hnmkha@ufl.udn.vn 2 Universiti Malaysia Sabah; tonhup@gmail.com Abstract - This paper presents the findings of a study which was undertaken at five different primary schools in Vietnam. The participants were 5 teachers of English aged 28 to 35 in Quang Ngai province. This quantitative study aims to explore teachers’ perception towards the use of ICT in their schools in Vietnam. Activity Theory is employed as the framework for guiding the study owing to the fact that its focus is on the identification of contradictions occurring in the activity system. From Activity Theory analysis, several contradictions could be located. The study provides implications for future research in terms of teachers’ adoption of ICT at different levels as well as recommendations for ICT use improvements. Rodruguez - Manzanares, 2008). In fact, in simple terms, ATis all about ‘who is doing what, why and how’ (Hasan & Kazlauskas, 2013). In AT, the relationship between subject (the doer) and doer (the thing being done) forms the core of an activity (Figure 1) Key words - activity theory; contradictions; ICT; perception; teacher Figure 1. The core of an activity (Adapted from Activity Theory: who is doing what, why and how (Hassan &Kasslauskas, 2013) 1. Introduction ICT (Information and Communications Technology) has played an important role in English language teaching and learning in the world. The use of ICT has been emphasized and spread all over the world in this field. Developed countries in Asia strongly endorse and support ICT as an essential component of innovative student-centered pedagogy (Albion, Tondeur, Forkosh-Baruch, & Peeraer, 2015). As Peearer and Van Petegem .
