This study investigates how technology supports English language learning among non-English majors at under-resourced Vietnamese universities, where socio-economic and infrastructural limitations impede traditional instruction. Drawing on the TPACK framework and Rogers’ diffusion of innovations theory, and employing a mixed-methods approach, the research investigates how students and lecturers adopt and integrate digital tools in these challenging settings. Quantitative data were collected through an online survey of 250 students and 30 lecturers from three local universities in Northern Vietnam. Additionally, semi-structured interviews were conducted with 10 stakeholders, including institutional leaders and recruiters. The findings reveal that although students generally display positive attitudes toward technology, their access and digital competence remain uneven. Lecturers often struggle with inadequate training and institutional support, despite recognizing the potential of tools such as Zoom, Google Classroom, and Zalo. Thematic analysis of interviews highlights both enablers and inhibitors of effective technology integration, including digital literacy gaps, resistance to change, and contextual constraints. Based on the data, the study proposes a three-level support model for enhancing digital learning in similar contexts: (1) institutional investment in infrastructure and professional development; (2) adaptive curriculum design aligned with learner needs; and (3) community-based support systems to foster autonomy and engagement. This paper contributes to the growing body of research on technology-assisted language education in developing countries and offers implications for policy and practice in Vietnam and comparable settings.
Luong Manh Ha (Thu,) studied this question.