Applying information technology in teaching English prepositions for students at Electric Power University, Vietnam: recommendations for the current period
TL;DR
Investigation of the application of Information Technology in teaching English prepositions at Electric Power University, Vietnam finds positive student attitudes and statistically significant learning gains when IT tools are integrated, yet highlights gaps in teacher training, infrastructure, and pedagogical design.
Abstract
With the increasing importance of English proficiency in globalized education and professional contexts, universities in Vietnam are seeking innovative instructional approaches. Prepositions, as an essential component of English grammar, have traditionally posed challenges for first-year students. This study investigates the application of Information Technology (IT) in teaching English prepositions at Electric Power University (EPU), Vietnam. Using mixed methods - surveys and tests for students, interviews and questionnaires for teachers, classroom observation, and performance analytics - the research identifies current practices, key challenges, and actionable solutions. Findings show positive student attitudes and statistically significant learning gains when IT tools are integrated, yet highlight gaps in teacher training, infrastructure, and pedagogical design. Based on the evidence, the study provides targeted recommendations for sustainable IT integration tailored to the EPU context.