









































citation


AsiaCALL Online Journal Received: 15/10/20221 

ISSN 1936-9859; https://asiacall.info/acoj  Revision: 02/11/2021 

Vol. 13, No. 1, 2022  Accepted: 05/11/2021 

pp. 1-21  Online: 13/11/2021 

 

CITATION | Dau, T. T. L. (2022). Remote Teaching amid the Covid-19 Pandemic in Vietnam: Primary School EFL 

Teachers’ Practices and Perceptions. AsiaCALL Online Journal, 13(1), 1-21. EOI: 

http://eoi.citefactor.org/10.11251/acoj.13.01.001 

Remote Teaching amid the Covid-19 Pandemic in Vietnam: Primary School EFL 

Teachers’ Practices and Perceptions  

Dau Thi Thanh Luy 

 

SEAMEO Regional Training Center in Vietnam (SEAMEO RETRAC) 

Corresponding author’s email: dttluy@vnseameo.org 

 

EOI: http://eoi.citefactor.org/10.11251/acoj.13.01.001 

Abstract 

The massive school closures worldwide due to the Covid-19 pandemic have resulted in a 

surge of remote teaching. This study investigated teachers' practices and perceptions on 

teaching English remotely to primary school students in the school lockdowns in Vietnam. 

A mixed-methods design was employed to collect data from different primary public 

schools in Ho Chi Minh City, Binh Duong and Dong Nai provinces. Ten semi-structured 

interviews were conducted, and a questionnaire was used to collect data from 50 teachers. 

The majority of selected participants were those who practiced at least one form of remote 

teaching activities, either asynchronous or synchronous. The findings show that Zoom, 

Zalo, and YouTube were the three most popular platforms teachers used. Numerous 

challenges also emerged, such as more workload, more stress, technical issues, students' 

lack of learning devices, the requirement for parent's assistance, more interactions, and 

hands-on activities. Despite the obstacles, the majority of teachers showed their positive 

attitudes towards remote teaching. They learned new ICT tools and pedagogies and 

intended to continue using this approach after the pandemic. In order to improve the 

effectiveness of remote teaching, such suggestions as creativity and flexibility in designing 

lessons, parents' support, teacher's training, and upgraded ICT infrastructure are 

recommended. 

Keywords: remote teaching, perceptions, challenges, primary school teachers, pandemic 

 

1. Introduction 

The Covid-19 pandemic has created the worst crisis in education, where schools for over 168 

million children worldwide have been suspended for roughly a year (United Nations 

International Children's Emergency Fund [UNICEF], 2021). As a majority of the world's 

schoolchildren, primary school students have accounted for the most among those who 

missed at least three-quarters of classroom instruction (UNICEF, 2021). School closures due 

to the Covid-19 have resulted in a dramatic change in education with the rapid growth of e-

learning, in which teaching takes place remotely and via media platforms. As cited in 

UNICEF (2021), the data showed that more than 90% of education ministries around the 

world had introduced some types of remote learning through radio, television, or the Internet. 

The Ministry of Education and Training of Vietnam (MOET), in particular, quickly guided 

https://asiacall.info/acoj
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schools to implement remote learning via the Internet or on television in order to ensure the 

continuity of learning for students. In a virtual meeting with UNICEF's representatives in 

2020, Minister Phung Xuan Nha emphasized that although remote teaching was a temporary 

action responding to the Covid-19 pandemic, this would be an opportunity for the acceleration 

of digital transition in the education sector (UNICEF Vietnam, 2020). As a result, it is vital to 

understand what happened in the time when "teaching is moving online, on an untested and 

unprecedented scale" (Burgess & Sievertsen, 2020) so that the education sector will be able to 

identify future directions and prepare for unavoidable situations. 

In the world, there have been several studies on remote teaching of tertiary level during the 

Covid-19 pandemic. However, scant research has investigated this emergency remote 

teaching to the primary level, where students need more support from teachers and parents. 

An examination is especially necessary for teaching subjects like the English language, which 

requires more interactions between teachers and students or students and students. Therefore, 

there is an urgent need for research into teachers' attitudes towards teaching English remotely 

to primary school children, the obstacles they meet when delivering remote learning sessions, 

and what to do to improve this teaching approach to young learners. This study attempts to 

address the issues as mentioned above through an investigation with primary English teachers 

in Vietnam, where nationwide schools were closed twice in the academic year 2020 - 2021. 

The first closure was from February to April 2020, and the second time happened in February 

2021.  

2. Literature review 

2.1 E-learning 

Being considered as a modern tool to handle the issues occurring in the teaching and learning 

process (Agustina & Cahyono, 2017), e-learning (Electronic learning) has emerged as a new 

trend in education and is now widely regarded as the most significant learning paradigm, 

particularly in the wake of the Covid-19 outbreak, when people are advised to avoid crowds 

and practice social distancing as pandemic prevention strategies (Mardiah, 2020). Arkorful 

and Abaidoo (2014) refer to e-learning as the use of information and communication 

technologies (ICTs) to allow access to online learning or teaching resources. Goyal (2012) 

also listed a number of terms used to define this form of teaching and learning, including 

online learning, virtual learning, distributed learning, network, and web-based learning. In this 

research, the term "e-learning" refers to any form of electronically supported learning, 

whether on the Internet or television, in which the student interacts with teachers, contents, 

and other students regardless of location or time (Kisanga, 2016). 

In general, there are two types of e-learning activities: asynchronous and synchronous. The 

asynchronous events take place at any time through media platforms such as email and 

discussion boards, where students can learn at their own time and pace. Conversely, 

synchronous activities occur through live video conferencing and chat, in which teachers and 

learners interact with each other in real-time (Hrastinski, 2008).  Table 1 is adapted from Kim, 

2020. 

 

 

 



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Table 1. Asynchronous and synchronous learning 

 Asynchronous Synchronous 

Timing Logging in at own time 

Learning at own pace 

Logging in at the same time 

Communication Posting responses to activities 

Reading and writing feedback 

Live interactions 

Talking back or forth within a 

group 

Examples of 

tools 

E-mail, discussion board  

(ex. Google Docs, Blackboard, 

YouTube) 

Video conference tools (e.g., 

Google Hangout, Blackboard 

Collaborate, Zoom Meeting) 

Role of teachers Setting up discussion boards 

Facilitator between students 

Instructor 

Interacting with students 

E-learning has been proven to bring learners, teachers, and educational organizations many 

benefits. In terms of cost-effectiveness, online courses efficiently dispense with numerous 

expenditures that are operating a brick-and-mortar class incurs such as space, classroom 

facilities, and staff, offering a large number of students in one class without many building 

space requirements (Arkorful & Abaidoo, 2014; Kim 2020). In addition, e-learning eases time 

constraints and geographical boundaries where every student or teacher has options of 

choosing the location and time that is most convenient for him or her (Arkorful & Abaidoo, 

2014; Chitra & Raj, 2018). Material comprehension skills are also improved because students 

have more time to comprehend a message in asynchronous activities, which allow self-pacing 

among students (Hrastinski, 2008; Mardiah, 2020). To young learners, ICTs play an important 

role in their learning. Specifically, ICTs promote children's language development in 

language learning because most children enjoy the Internet, television, radio, YouTube 

videos, and mobile learning applications (Dewi, 2019). Dewi (2019) also confirmed the 

significant role of ICTs in eliciting students' creativity and proficiency in both local and 

international cultures. 

Regarding the effectiveness of online learning, Montiel-Chamorro (2018) found that there are 

no statistically significant differences in the outcomes or overall scores of students when 

comparing two online classes with two face-to-face classes in his investigation at a university 

in Colombia. The finding is in line with that of Russell (1999), as cited in Nguyen (2015), 

when he compiled over 350 studies on distance and online education dating back from 1928. 

Students in online learning environments even performed modestly better than those receiving 

face-to-face training, according to the meta-analysis of the U.S. Department of Education 

(2010). Despite the positive results for the efficacy of online learning, it is uncertain if this 

holds true through investigations (Nguyen, 2015), and there was no evidence that online 

learning is a superior learning approach when it lacks vital personal interactions (Arkorful & 

Abaidoo, 2014). Especially, the findings may not be generalizable to K-12 settings where 

there are still few thorough studies (Nguyen, 2015).  

 



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2.2 Implementation of E-learning in primary schools in Vietnam 

According to Austrade (2020) in the Vietnam Edtech Scoping Study Report, e-learning was 

introduced in Vietnam in 2007, and the Ministry of Education and Training (MOET) has 

worked relentlessly in order to completely bring the Internet to the sector and boost the 

implementation of ICTs in management, teaching and learning activities. To this end, a 

number of measures to increase the use of ICT in the classroom have been implemented, such 

as developing ICT facilities, training ICT skills for teachers, and adjusting pedagogical 

curriculum (Peeraer & Petegem, 2011 and Pham, 2014, as cited in Pham and Lee, 2019), and 

looking for sponsorship from private sectors and partnerships such as Microsoft and Viettel 

(Truong, 2020). As a result, all areas of education are projected to implement ICT in their 

curriculum, pedagogical, and training activities (Truong & Qalati, 2020). Regarding primary 

education in Vietnam, computer science, as a selective subject, is embedded in the curriculum 

of grades 4 and 5. Therefore, students have opportunities to be exposed to ICT in class. 

However, according to Nguyen et al. (2017), students mainly access the Internet from home 

because the Internet penetration is increasing rapidly due to the proliferation of smartphones 

and 3G subscriptions in households. There is still a big difference in pedagogical practice and 

teaching resources between rural and urban areas due to the current infrastructure and 

teaching competency, in which just 17% of students in remote mountainous areas have access 

to the Internet (Truong, 2020). Moreover, teachers in urban areas have opportunities to attend 

numerous training workshops while their counterparts receive less (Nguyen et al., 2017).   

Although access to ICT is not a barrier anymore and teachers have good basic ICT skills, the 

majority of primary English teachers in Vietnam are low-level users (Huynh & Pham, 2018). 

Teachers still lack confidence in applying ICT in teaching, and they mostly use ICT as a 

replacement for their teaching activities (Peeraer & Petegem, 2011). Many researchers also 

claimed that Vietnamese teachers usually use common applications like word processors, 

PowerPoint presentations, search engines, images, audio, and the use of more advanced 

applications which engage students in learning is low (Peeraer & Petegem; 2011; Dang, 2013, 

Huynh & Pham, 2018). When choosing the ICT tools for teaching, teachers consider the 

lesson objectives, the availability, and accessibility of the tool, the learners' needs, and the 

level of familiarity (Truong & Qalati, 2020). 

In connection with teachers’ perceptions on applying ICT in English language teaching to 

young learners in Vietnam, teachers recognize a variety of benefits such as getting more 

comfortable in teaching, increasing critical thinking, promoting teaching and learning, and 

facilitating problem-solving while they also admit this is a time-consuming approach (Truong 

& Qalati, 2020).  A number of factors that hinder teachers in ICT implementation include the 

absence of collaboration among teachers and students, inadequate technological knowledge, 

lack of leaders’ support and a shortage of qualified teachers (Truong & Qalati, 2020), lack of 

ICT facilities, time, and money, too much content curriculum, oversized classes, lack of 

support from colleagues, technical staff and leaders, low internet connection (Huynh & Pham, 

2018; Pham, Tan and Lee, 2019). To tackle these problems, Pham, Tan, and Lee (2019) 

emphasized the significant role of MOET in providing training for teachers and efficiently 

allocating budget for supply and maintenance of ICT infrastructure in schools, allowing a 

lighter and more flexible curriculum and encouraging teachers to share ideas and experience 

to others. Nguyen et al. (2017) also highlighted the urgent need for MOET and educators in 

the country to upgrade ICT facilities in classrooms and revise school curriculum and improve 



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 1; 2022  

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teachers' ICT skills. Truong and Qalati (2020) again indicated the government's role in 

organizing online and offline training workshops for new teachers.   

2.3 Challenges in the emergency remote teaching due to the Covid-19 pandemic 

Hodges et al. (2020) defined emergency remote teaching as "a temporary shift of instructional 

delivery to an alternate delivery model due to crisis circumstances". Responding to the Covid-

19 pandemic, the education sector witnessed frustrations arising from a lack of knowledge 

about what to do and how to cope with situations that educators or teachers had never 

encountered before (Kim, 2020). Due to the pandemic, the quick switching to online teaching 

meant that several teachers were simply trying to survive by turning what had been planned 

for a normal face-to-face class into an online format Todd (2020). Mardiah (2020) found that 

this shifting is not effective in actual practices. This conclusion was in line with Rahayu and 

Wirza (2020) when they indicated online learning is not practical.  

Many obstacles plagued remote teaching emergencies. Teachers expressed their rational 

worries about the Internet and technology, which did not always function when teaching or 

learning remotely (Hoang & Le, 2021; Cardullo et al., 2021). Unstable internet connection not 

only had a major impact on students’ listening process (Ha & Ngo, 2021) but also consumed 

much time in handling the logging in and out of students or uploading teaching materials 

(Hoang & Le, 2021). Teachers also worried about the difficulties of equity and their concerns 

about social engagement and peer relations (Cardullo et al., 2021). In terms of teachers’ ICT 

competence, Hoang and Le (2021) found that the majority of teachers in their study were not 

confident in technology skills. Teachers' fear of ICT in remote teaching resulted in an 

unwillingness to employ complicated platforms (Ly et al., 2021). In addition, Yi and Jang 

(2020) argued that remote teaching in the pandemic had changed teaching practices and 

experiences, which require teachers to be more creative and collaborative in instructions and 

to perform more roles such as video makers in designing lesson plans. Hoang and Le (2021) 

also disclosed that re-designing teaching and learning activities, preparing online learning 

resources, and supporting students brought teachers heavy workload during the pandemic. 

Yang (2020) added the inability of students to apply self-study skills, the difficulty in 

managing students' progress, and lack of interactions as factors affecting online learning. 

Teaching remotely is more challenging when working with young students. When exploring 

the practices of the School from Home program designed for primary teachers in Indonesia 

during the pandemic, Rasmitadila et al. (2020) divided difficulties teachers faced into four 

subcategories including technical obstacles, student’s conditioning, the participation of 

students, and online teaching experience. As technical issues are concerned, not all parents 

have smartphones or laptops, and the Internet signals are poor, especially in the rural areas. 

Consequently, students cannot follow the lessons and delay doing assignments. In addition, 

the process of studying at home for students is distracted by internal factors such as 

interference from family members and external factors such as the fact that students talk to 

each other on different topics. Another challenge is that participation is limited due to low 

data packages, the ownership of smartphones or laptops, and losing motivation which 

demands teachers to find ways to maintain student's enthusiasm in virtual classes. In addition, 

teachers who have no experience in teaching online or who are not tech-savvy will find it 

difficult to run online learning because the School from Home program requires them to 

master a number of applications such as WhatsApp, Google Forms, Worksheets, YouTube, 

Zoom, Google Classroom and PowToon. According to Kim (2020), limitations of online 



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learning vary depending on the technological ability of teachers and students to access the 

Internet or to use computers. Especially more efforts have to be put on working with young 

learners who require adult availability and involvement in supervising or assisting them with 

technical skills (Kim, 2020; Cardullo et al., 2021). Misirli and Ergulec (2021) also found that 

parents of young learners (pre-school and primary school) joined the learning process as a 

technical assistant and a class participant as well. Moreover, online learning can easily lose 

children's focus because they need more interaction and hands-on activities (Kim, 2020). 

Rhayu and Wirza (2020) added that some teachers struggled with using ICT, creating 

engaging content, explaining it as well as giving feedback and assessment. Besides, Cardullo 

et al. (2021) were also concerned about the vast disparities among children from the rich and 

underprivileged families.  

Still, from teachers’ perspectives, they were willing to support and motivate students, trying 

to create learning opportunities for the good of learners in these unprecedented situations 

(Cardullo et al., 2021). Despite a number of challenges emerging, several studies found 

teachers' positive attitudes towards online teaching, and these teachers looked for support 

where necessary and tried to apply various methods (Todd, 2020; Rahayu & Wirza, 2020; and 

Hoang & Le, 2021). Many teachers admitted that the technical skills of both students and 

teachers were improved from teaching and learning online (Cardullo et al., 2021; Tunmibi, 

Aregbesola, Adejobi, and Ibrahim, 2015). Irene van der et al. (2020) also found teachers' 

intention in integrating ICT in their teaching more often once they get back to a normal face-

to-face class. The fact that the teachers' intention to implement technology in teaching and 

their pretty high involvement in it indicate their awareness of the importance of technology in 

online teaching (Rahayu & Wirza, 2020).  

2.4      Research Questions  

In order to get concrete results, this study is guided by the following questions: 

1.  What tools or platforms do teachers use to operate teaching and learning during the 

school closures? 

2. What obstacles do teachers face when delivering remote lessons? 

3. What are teachers’ perceptions on facilitating remote teaching to primary school 

students? 

 

3. Methods 

3.1 Pedagogical Setting & Participants 

In order to investigate the practices and the perceptions of teachers on the sudden shift to 

teaching English remotely due to the Covid-19 pandemic, this study targeted at different 

primary public schools in Ho Chi Minh City, Binh Duong and Dong Nai provinces, where 

various types of remote teaching were implemented during the school lockdowns in the 

academic year 2020-2021. The majority of selected participants were those who used at least 

one form of asynchronous or synchronous remote instruction. A questionnaire was sent to the 

participants via Google Forms with 50 valid answers collected, and 10 semi-structured 

interviews were also conducted via phones at the same time. The teachers who participated in 



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 1; 2022  

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the interviews were randomly selected from six different schools, and they were also among 

those who answered the questionnaire. 

39 (78%) survey respondents are young teachers aged 22-34, 9 (18%) aged 35-42 and 2 (4%) 

aged 43-59. Interestingly, 21 (42%) teachers have experience in conducting remote teaching 

activities for less than 1 year, the same number as those who have from 1 to 3 years. No one 

has more than three years of remote teaching, and the number of teachers who have not 

conducted any remote teaching event is only 8 (16%). 

3.2 Design of the Study 

This study employed a mixed-methods design to gather, analyze and combine both 

quantitative and qualitative data in order to better comprehend the research questions than 

using either approach alone (Cresswell, 2012). The reasons for combining methods are that 

neither quantitative nor qualitative methods are adequate to catch the tendencies and facts of a 

situation on their own (Ivankova, 2007). In this study, a questionnaire was used to collect 

quantitative data and ten semi-structured interviews were used to collect qualitative data. The 

quantitative scores on the questionnaire from a larger population compensated for the 

shortcomings of the qualitative data of a few interviews (Cresswell, 2012). On the other hand, 

the qualitative data gave more detailed information about the interview setting and an in-depth 

understanding of the research problems.  

Based on the design types of Cresswell (2012), the convergent parallel design was applied in 

the study, in which data of both quantitative and qualitative methods was simultaneously 

collected, analyzed separately, then compared and interpreted.  

 

 

 

 

 

 

 

Figure 1. The convergent parallel design, adapted from Cresswell, 2012 

3.3 Data collection & analysis 

The data was collected by two instruments: a survey questionnaire and a semi-structured 

interview, both in the Vietnamese language. The questionnaire, which was adapted from Vu 

et al. (2020) and Cardullo et al. (2021), comprised items of two different formats: the 

multiple-choice and the questions of 5-point Likert scale from "Strongly disagree" to 

"Strongly agree''. The questionnaire contained thirty questions divided into two main sections. 

The first section asked for teachers' demographic information such as gender, ages, online 

teaching experience, and one item of ICT tools for teaching was also included in this part. The 

second section measured teachers' perceptions on conducting remote teaching activities 

during the Covid-19 school closures. The second section was also divided into five 

subsections to fully answer the research questions: (1) teachers’ perceived challenges in their 

  

Quantitative data 

collection and analysis 

Qualitative data 

collection and analysis 

Compare or 

relate 
Interpretation 



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remote teaching practices, (2) reasons for not conducting online classes, (3) teachers’ 

perceived ICT competence, (4) teachers’ suggestions to improve remote teaching, and (5) 

teachers’ intentions to remote teaching after the pandemic. After collecting data, the author 

used the software SPSS 20. to conduct a reliability test for the variables in the questionnaire, 

including six items of "perceived challenges", four items of "reasons not conducting online 

teaching", six items of "ICT competence", four items of "suggestions" and three items of 

"intentions" variables.  According to Wim et al. (2008), as cited in Hajjar (2018), a value of 

Cronbach’s alpha between 0.6 and 0.8 is acceptable. The results showed that most variables 

satisfied this value range, except the value of variable “perceived challenges” with only 0.442. 

Consequently, the item “Students enjoy learning” was removed from “perceived challenges” 

so that Cronbach’s value of these variables reached 0.698. As the questionnaire was 

considered as well constructed, descriptive statistics were used to describe the teachers’ 

opinions on the measurements.  

The interview questions consisted of nine open-ended questions relating to teachers’ overall 

perceptions on remote teaching to primary school students, how they facilitated remote 

teaching activities during the school closures, the effectiveness of these activities, challenges 

they faced, recommendations and future intentions to remote teaching and learning practices. 

The ten participants were coded from T1 to T10, and the data were categorized and put in a 

matrix format for easy analysis. 

 

4. Findings and discussion 

4.1. Tools/ platforms used for remote teaching and learning. 

In light of numerous applications or platforms available in the market for remote teaching, 

and some of them are free, some are premium, the participants were asked to mention the 

tools they used to facilitate their remote teaching during the school closures. Figure 2 depicts 

the results from the survey. 

 

Figure 2. Tools/platforms used in teaching during the Covid-19 school closures 

As evident in figure 2, Zoom Meeting was the most common tool for remote teaching in Ho 

Chi Minh City, Binh Duong and Dong Nai provinces (40% of users), followed by Zalo (24%), 

40%

6%

24%

4%

14%

8%
4%

0

5

10

15

20

25

30

35

40

45

Zoom

Meeting

Google

Classrooom

Zalo Facebook YouTube School's

website

Others



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and YouTube (14%). Just a few teachers used Google Classroom, Facebook, and the school's 

website, and nobody used television for their teaching activities. 

Similarly, in the interviews, Zoom Meeting, Zalo, and YouTube were also the three most 

popular platforms that teachers mentioned to organize their remote teaching in the Covid-19 

pandemic. These applications are free, and Zalo, which is used widely in Vietnamese 

households (Chapman, 2019) is considered as the best way to connect with students. Many 

teachers organized asynchronous teaching activities in which they recorded their 

video lessons and later shared them with their students via YouTube or Zalo groups. T3 

had his video lessons posted on the school's website. In addition, a few teachers used other 

platforms such as Google Meet and Facebook to create remote learning activities. Noticeably, 

teachers employed engaging applications such as Google Forms, Quizizz, and Kahoot to 

motivate students as well as check their understanding. 

4.2. Teachers’ perceived challenges in teaching English remotely to primary school students 

In this part of the questionnaire, teachers were asked to rate their agreement on the obstacles 

they got when organizing remote teaching activities. As mentioned in the methodology part, 

the item “Students enjoy learning" was removed from this group of variables to make the 

questionnaire more reliable. Figure 3 below shows retained variables. 

 

Figure 3. Teachers’ perceived challenges 

 

The results show that the majority of teachers agreed with the obstacle statements in the 

questionnaire with high rates. The two biggest problems were that young learners need 

parents' help with technology and young learners need more interactions and hands-on 

activities (96% of the agreement for each). These findings were consistent with those of Kim 

(2020) when the teachers in her study stated that they needed to create more interacting and 

hands-on activities such as singing, dancing, cutting, drawing, and creating patterns. 92% of 

teachers also agreed that it is more difficult to teach primary children in a remote setting 

2%2%

18%

2% 2%

14%

26%

6% 4% 2%

64%

48%

60%

50%

60%

20%

6%

32%

46%

36%

0

10

20

30

40

50

60

70

There is more

workload

Teaching

activities are

more stressful

It is more difficult

to teach primary

children in a

remote setting

Young learners 

need parents’ 

help with 

technology

Young learners

need more

interactions and

hands-on

activities

Strongly disagree Disagree Neutral Agree Strongly agree



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compared to older students. In line with the finding of Hoang and Le (2021), teachers in this 

study revealed that there is more workload (84%), and teaching activities are more stressful 

(54%).  

Furthermore, numerous challenges emerged from the interviews. In accordance with the 

findings of Rasmitadila et al. (2020), 70 % (seven teachers) had the similar comment that 

many students did not have their own computers, laptops or smartphones. These students had 

to use their parent’s devices but their parents went to work all day without leaving their 

gadgets at home. This was a big problem for teachers when they had to depend on parents’ 

schedules to organize the lessons for students. According to T8, “teachers even have to 

schedule the same lesson two or three times a day for different groups of students whose 

parents work in different shifts in the factories". Many teachers agreed that due to a lack of 

parents' time and assistance, the number of students joining online classes was not high. "This 

causes a big gap in knowledge among students, and teachers have to review the lessons when 

students get back to face-to-face class," as T5 revealed. "Most parents are factory workers, 

they lack ICT ability to assist their children’s learning” (T1), “they don’t know how to sign in 

online learning platforms” (T7). “Some of the parents do not care about their children’s 

study” (T6). 

Considering the difficulties arising from students, many teachers reported that primary school 

students were still too young. “They do not know all the functions of the online learning apps 

so their performance is slow” (T4). In addition, T8 said that “children’s self-learning ability is 

low”, similarly to Yang (2020)’s findings about the inability of students in self-study at home 

during the Covid-19 lockdowns. “Young students easily lose their focus or fall asleep due to 

lack of interactions” (T10). T8 also complained that many students chatted to each other 

about different topics.  

Regarding teachers’ limitations, a few teachers admitted that they were not proficient in some 

ICT tools which they learnt from the Internet, so they did not understand or fully exploited the 

functions (T8 &T10). This finding is consistent with that of Ly et al. (2021) when they found 

that some teachers had a fear of complicated ICT tools. A few teachers in this study felt 

pressured and embarrassed when making video lessons because they lacked confidence in 

front of the camera and making videos required more time, workload and creativity (T8, T9 & 

T10). This finding corroborates those of Yi and Jang (2020) when they confirmed that remote 

teaching requires teachers to be creative, collaborative and to perform more roles such as 

video makers.  

 

4.3. Teachers’ perceived reasons for not conducting synchronous online classes 

In this part of the questionnaire, teachers were asked to give their reasons for not conducting 

synchronous online classes. These reasons are also considered as difficulties hindering 

teachers in organizing online teaching. 



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Figure 4. Teachers’ perceived reasons for not conducting synchronous online classes 

 

As revealed, the majority of teachers strongly believed that face-to-face class is more 

effective (80%). This result is in line with Mardiah (2020), Rahayu and Wirza (2020) when 

they concluded the shifting to online teaching was not effective in actual practices.  In 

addition, 64% of teachers also strongly agreed that they had technical issues such as 

complicated ICT tools, low internet connection, limited time and participants for one 

application account. The finding supports evidence from the previous observations of 

Rasmitadila et al. (2020), Cardullo et al., (2021), Hoang & Le (2021), and Ha & Ngo (2021). 

Besides, the reason that students did not have computers or laptops connected with the 

Internet also accounts for 56% of agreement. However, many teachers did not agree with the 

statement “I do not know how to conduct an online class (there is no proper training)” with 

68% of disagreement. A possible explanation for this result is that teachers received some 

types of training and guidelines for remote teaching. In the interviews, six teachers (60%) also 

admitted that they got at least one training on how to organize the remote teaching, either 

official training or sharing sessions. These findings are fairly different from those of Hoang & 

Le (2021) when only 49,3% of teachers in their study admitted that they got clear guidance of 

moving to remote teaching. Some teachers in this study argued that they did not receive any 

official training from the school, and they proactively learnt from the Internet or from sharing 

among their teaching team.  

 

 

 

14%

2%
6% 6%

54%

8% 6%

14%
18%

10%

24% 24%

2%

14%

78%

64%

56%

0

10

20

30

40

50

60

70

80

90

I do not know how to

conduct an online

class (there is no

proper training)

Face-to-face class is

more effective

I get technical issues

such as complicated

ICT tools, low

internet connection

Students do not have

computers or laptops

connected with

internet

Strongly disagree Disagree Neutral Agree Strongly agree



https://asiacall.info/acoj Dau Thi Thanh Luy                                Vol. 13; No. 1; 2022 

 12 

4.4. Teachers’ perceived ICT competence 

Figure 5 shows teachers’ self-report about their capabilities to use ICT tools in teaching 

activities. 

 

Figure 5. Teachers’ perceived ICT competence 

 

In contrast with the earlier findings of Peeraer and Petegem (2011) and Huynh and Pham 

(2018) when they found that Vietnamese primary English teachers were low users of ICT, it is 

obvious from figure 5 that teachers in the current study had high perceptions on their ICT 

ability. 64% agreed that they had mastered those ICT tools before Covid-19 pandemic. 50% 

knew many types of remote teaching tools. Their ICT implementation was no longer just 

using basic office applications in the computers, they used advanced applications to engage 

students such as Kahoot, Quizizz, Google Forms instead. This difference may be explained by 

the fact that the majority of participants in this study were young teachers aged 22-34 who are 

considered better at ICTs. Besides, 42% agreed that they did not have any difficulties in using 

those ICT tools while 30% had neutral opinions and 28% disagreed with the statement. 

Regarding learning ICT tools, most teachers admitted that they proactively learnt new ICT 

tools (86%), and they mainly explored new ICT tools by themselves more than what their 

school provided (70%). Noticeably, 90% of the teachers agreed that they learnt more new ICT 

skills and pedagogies after teaching remotely in the Covid-19 pandemic. This finding further 

supports the previous studies of Cardullo et al., (2021) and Tunmibi, Aregbesola, Adejobi, 

and Ibrahim (2015) who observed that technological skills of both teachers and students were 

improved after teaching and learning online. 

 

 

 

2% 2%
6%

28%
18%

2% 4% 2%

28% 30% 32%

12%

24%

8%

52%

36%
42%

74%

62%

72%

12%
6% 8%

12%
8%

18%

0

10

20

30

40

50

60

70

80

I mastered those

ICT tools before

Covid-19

pandemic

I do not have

any difficulties

in using those

ICT tools

I know many

types of remote

teaching tools

I proactively

learn new ICT

tools

I explore new

ICT tools by

myself more

than what my

school provides

 I learn new

ICTs skills and

pedagogies after

teaching

remotely in the

Covid-19

pandemic

Strongly disagree Disagree Neutral Agree Strongly Agree



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 1; 2022  

 13 

4.5. Teachers’ overall perceptions on remote teaching for primary school students 

In the interviews with ten teachers from six different schools, teachers had different opinions 

about teaching English online to primary students. Supporting the evidence from the previous 

studies of Todd (2020), Rahayu & Wirza (2020), and Hoang & Le (2021), the majority of 

teachers in the interviews (70%) had positive attitudes towards this teaching approach. These 

teachers opined that “remote teaching is a good way, especially in the pandemic, to ensure 

students’ learning continuity and school’s curriculum”. “This is also a suitable method to 

help students review not only old knowledge but also practice self-study skills at home” (T1). 

T10 added that “teaching and learning online gives students and teachers opportunities to be 

exposed to ICTs and learning resources on the Internet”. According to T6 and T8, “another 

advantage of remote teaching is that students can learn at any time and anywhere or re-watch 

the video lessons for better understanding”. This also accords with the observations of 

Hrastinski (2008) and Mardiah (2020) when they concluded that students’ material 

comprehension skills were improved in asynchronous learning activities. 

On the other hand, other teachers had mixed feelings about teaching online to primary 

children. Because it was a requirement of social distancing practice in the Covid-19 

pandemic, remote teaching was a good choice to ensure students’ learning continuity. In fact, 

remote teaching to young learners was not effective due to numerous difficulties (T6, T9 & 

T10). According to T8, “primary school students are still too young to take the initiative in 

the study. It is hard for them to acquire knowledge through the screen because primary 

children are usually active and easy to lose concentration. Students of grades 3-5 are 

acceptable in online classes, but students of grades 1-2 get very low effectiveness. The reason 

is that students of grades 1-2 usually look around, not looking at the screen, not caring about 

what the teacher is saying, even getting out of the chair, running around". Similarly, T8 and 

T9 said that learning via Zoom Meeting is suitable for grades 3-5. For grades 1-2, teachers 

can send links of lessons and exercises via Zalo for students to study with the assistance of 

their parents. 

When evaluating the effectiveness of the remote teaching activities that the teachers had been 

operating, five teachers (T1, T3, T4, T6 & T7) reported that there were about 70-80% of 

student’s participation in their online classes. The rest of teachers said that their online 

teaching practices were not as effective as they expected when the student’s participation was 

just 50%. The other students did not participate in online learning because they did not have 

laptops, computers or smartphones, and their parents were too busy to support them. 

 

4.6. Teachers’ suggestions for improving remote teaching 

In order to better remote teaching and learning practices, teachers were asked to rate their 

attitudes towards the suggestions provided in figure 6 below. 

 

 



https://asiacall.info/acoj Dau Thi Thanh Luy                                Vol. 13; No. 1; 2022 

 14 

 

Figure 6. Teachers’ suggestions to improve remote teaching 

 

It can be seen from the results that teachers strongly agreed with all the statements with more 

than 90% of the agreement for each. The statement of “The curriculum needs to be revised” 

also got high agreement with 86%. These suggestions are in line with those of Nguyen et al. 

(2017), Pham, Tan and Lee (2019), and Truong and Qalati (2020) when they mentioned the 

roles of MOET in providing enough ICT facilities and training for teachers, and revising 

school curriculum in order to reduce the difficulties teachers were facing. 

Similarly, from the interviews, parents' support was also highly required to make remote 

learning more effective. Parents can help their children by providing learning devices and 

assisting them with technology. Many other suggestions were also drawn such as sharing 

teaching materials among teachers, flexibility in time and place of organizing online classes 

(T1), shortening lessons or small amount of knowledge in each lesson to help students acquire 

and remember knowledge better (T4, T5), creating attractive lessons by inserting interactive 

games (T7), teachers’ mastering in ICT tools to make creative lessons (T8), providing 

handouts for students who cannot join remote learning (T3), and combining many tools such 

as Zoom, Zalo and YouTube in delivering lessons to better remote teaching and to reduce 

limitations of only one tool (T10). 

 

 

 

 

2% 2%

14%

4%
6%

8%
6%

60%
58%

60% 60%
58%

26%

36%
32% 32%

36%

0

10

20

30

40

50

60

70

The curriculum

needs to be

revised

Schools need to

provide enough

ICT infrastructure

Schools need to

provide proper

training for

teachers

Experienced

teachers need to

share teaching

techniques with

others

Parents need to 

assist their 

children’s 

learning at home

Strongly disagree Disagree Neutral Agree Strongly agree



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 1; 2022  

 15 

4.7. Teachers’ perceived intentions to remote teaching and ICTs for young learners 

Teachers' plans of using remote teaching and ICTs in teaching after the Covid-19 pandemic 

were rated as follows. 

 

Figure 7. Teachers’ intention in using remote teaching and ICTs 

The results from figure 7 reveal that 76% of teachers had positive attitudes towards 

continuing remote teaching to young learners. 92% also agreed that they would modify the 

teaching activities to take advantage of ICTs, and they will encourage students to use ICTs in 

learning.  

In the interviews, eight out of ten teachers showed their intentions to continue organizing 

remote teaching activities for primary school children after the Covid-19 pandemic. Two 

others said they would do remote teaching if their schools required them to do so (T2& T7). 

Most teachers agreed that a 35 minute-period in each class is too short, so it is a good idea to 

organize extra online classes to help students review knowledge and learn more advanced 

lessons. “These lessons could be set up on weekends or before exams" (T3 & T10). Four 

teachers (T4, T5, T6 &T8) confirmed that they would combine face-to-face teaching and 

remote teaching activities with helping students master the knowledge learned in school. 

Slower students could re-watch the lessons many times, and faster learners could acquire new 

knowledge from the extra lessons. Moreover, through short tests on Google Forms or 

language games, teachers can evaluate students' understanding so that they give feedback 

immediately. Understanding the benefits of remote teaching, all teachers agreed that they 

highly recommend this approach and are willing to share their knowledge and skills with 

other teachers.    

It is encouraging to compare these findings with those of Rahayu and Wirza (2020) and Irene 

van der et al. (2020) when they found the high intention of teachers in implementing 

2%

22%

8% 8%

58%

66% 66%

18%

26% 26%

0

10

20

30

40

50

60

70

I will recommend and

continue using remote

teaching in teaching English

to young learners

I will modify the teaching

activities to take advantages

of ICTs

I will encourage my students

in using ICTs in learning

Strongly disagree Disagree Neutral Agree Strongly agree



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 16 

technology in teaching after the pandemic. A possible explanation for this is teachers' 

awareness of the advantages of ICTs in teaching and learning. 

 

5. Conclusion 

5.1. Conclusion 

Remote teaching is unavoidable in the context of the Covid-19 pandemic when school 

closures have happened massively in order to prevent the disease outbreak. This study strived 

to know how primary English teachers did to ensure students' learning continuity during the 

school lockdowns, the challenges they were facing and their views towards teaching English 

remotely to primary school students. The findings of the study are disclosed as follows. 

Following the guidelines of the MOET and school management boards, teachers tried to 

choose ICT tools or platforms which were suitable for their students’ circumstances to 

organize the remote teaching. Thanks to the free policy, Zoom Meeting, Zalo and YouTube 

were the most popular platforms that teachers used. Many teachers organized synchronous 

teaching activities via Zoom, and others made video lessons and posted on YouTube and Zalo 

for students’ learning.  

However, the sudden switch to remote teaching without any preparation or experience 

brought teachers plenteous obstacles. It is even more difficult when working with primary 

school students. One of the hardest problems was that primary school children need parents' 

involvement and assistance in their learning process. This also requires parents to provide 

their children with learning devices and support them with technology. Teachers are required 

to create more interactions and hands-on activities to keep students focused as well. In 

addition, the quick shift to remote teaching put lots of pressure on teachers when they had to 

perform new roles such as a video maker. Although many teachers admitted that they were 

good at the remote teaching tools, and they knew how to conduct an online class, remote 

teaching overloaded them and made them feel stressed when they tried to learn how to create 

an attractive video or a creative lesson. Some of them still felt unconfident in front of the 

camera. Furthermore, the problems that many students did not have computers, laptops and 

technical issues made their teaching practices ineffective. That may be the reason why they 

still believed face-to-face learning was more effective in comparison with remote learning. 

When it comes to teachers' overall views on remote teaching to young learners, the majority 

of teachers expressed their positive attitudes towards this teaching paradigm. Despite the 

challenges, they believed that remote teaching was a good way to ensure students' learning 

progress and the school's curriculum, especially in the current situation of the Covid-19 

pandemic. Teachers and students also had opportunities to be exposed to the abundant 

teaching and learning resources from the Internet. Through the asynchronous activities, 

students could learn at their own pace and time, so they understand the lessons better. 

Teachers revealed that they learnt new ICT tools and improved ICT skills after teaching 

remotely during the pandemic. Many intended to continue using the remote teaching approach 

after the pandemic as a way to give students extra lessons, even though their school does not 

require to do so. 

In order to tackle the challenges in facilitating remote teaching, many suggestions are drawn 

in the study. Regarding the school's role, it's necessary to provide proper training for teachers 



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 1; 2022  

 17 

in using ICT tools and remote teaching pedagogies. Schools also need to upgrade ICT 

infrastructures and revise the curriculum to make it suitable for remote learning. Shortened 

lessons may help young students have time to comprehend the knowledge. Schools need to let 

teachers be flexible in choosing teaching materials, time, and place to organize their lessons 

so that they can meet their students' needs. In connection to the teacher's role, it is a must for 

them to master the ICT tools and platforms in order to create attractive lessons. It is suggested 

that teachers can combine different ICT tools, both synchronous and asynchronous 

approaches to make teaching activities more effective. Experienced teachers also need to 

share knowledge and skills with their colleagues. For the students who do not have conditions 

to join remote learning activities, teachers can make handouts for them, guide them to self-

study, and review the lessons when they get to a face-to-face class. Additionally, parents play 

a crucial role in supporting their children's learning at home by giving them learning devices 

and assisting them with technology. 

5.2. Limitations 

Although this study may contribute to the current literature an insight into what happened 

during the school closures due to the Covid-19 pandemic and the EFL teachers' perspectives 

on remote teaching to primary school students, several limitations urge for further research on 

this topic. Firstly, the study was done with a small sample of teachers, so the results may not 

be generalizable to all academic settings, especially in the rural and remote areas where the 

conditions for remote learning are still inadequate. Secondly, the study mainly focused on 

teachers' views and practices without any investigations on those of other stakeholders such as 

students, parents, and schools. Finally, the effectiveness of remote teaching has not been 

thoroughly examined when the time-shifting to remote teaching was not long enough to 

evaluate. As a result, further studies can fulfill these limitations with investigations into 

perspectives of parents, students, and schools, broadening research to rural and remote areas, 

and evaluating the effectiveness of remote teaching activities. 

 

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Biodata 

Ms. Dau Thi Thanh Luy is working as an academic officer at SEAMEO Regional Training 

Center in Vietnam (SEAMEO RETRAC). Her responsibilities include designing English 

training curriculum for young learners, tests and extra learning activities. Besides, she has 

been teaching English for more than ten years. She received an MA degree in Applied 

Linguistics from Curtin University, Australia in 2014. Her research interest is engaging young 

learners with educational games and technology. 

 


