Factors Influencing Teachers’Acceptance of Digital Tools in Teaching English to Primary Students in Vietnam

The introduction of English into the primary schooling sector in Vietnam has been part and parcel of English as a subject in basic education (ESBE) reform which the government has pioneered ever since it opened up to the West in 1986. The present study aims to explore the factors influencing teachers’ acceptance of digital tools in teaching English to primary students in central Vietnam, with a particular focus on the role of organizational factors in facilitating or hindering technology adoption. A descriptive study design was employed to collect data from 51 primary school teachers through a survey consisting of 25 questions on a 5-point Likert scale, covering four key factors influencing factors: Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions. The findings shed light on how digital tool acceptance can support digital transformation efforts and enhance educational quality in primary schools. Also, the study offers insights into digital transformation and educational quality improvement in primary schools in Vietnam and beyond.