Task-Based Language Teaching and Technology Integration in Vietnam: Trends and Frameworks

This study examines the integration of technology into Task-Based Language Teaching (TBLT) in Vietnam, focusing on current trends, classroom practices, and challenges in technology-enhanced English instruction. Using a convergent parallel mixed-methods approach, the research collected quantitative data from teacher surveys and qualitative insights from interviews with English teachers and academic managers across selected institutions. The study explores how digital tools support task-based learning, how teachers perceive the usefulness of technology, and which institutional factors influence its adoption. Findings show that teachers frequently use interactive tools such as Kahoot, SMART Boards, and Padlet to increase student engagement and support formative assessment during task implementation. Despite these benefits, several challenges persist, including limited training opportunities, infrastructural constraints, and varying levels of digital literacy. The results also indicate that teachers’ confidence in using technology, together with institutional support, strongly shapes their willingness to integrate digital tools into communicative tasks. Based on these insights, the study proposes a Technology Adoption Framework consisting of four interconnected components: teacher professional development, accessibility of digital resources, learner engagement, and curriculum alignment. This framework offers a practical model for strengthening technology integration in TBLT-oriented classrooms and guiding institutions toward more effective digital pedagogy. In summary, the study provides empirical evidence and a context-specific framework that supports the principles of TBLT and digital pedagogy. It highlights the critical role of institutional policy, targeted professional development, and continued capacity-building in advancing technology-supported communicative language learning in Vietnam.