Hong Thai Pham, Huan Buu Nguyen


This paper reports a mixed-methods study designed to explore teachers’ perceptions about using PowerPoint (PPT) as an ICT (Information and Communications Technology) tool in vocabulary teaching in Kien Giang province, Vietnam. The data were collected from the questionnaire and interviews. Participants were sixty EFL teachers from five colleges in Kien Giang province. The findings reveal that participating teachers perceived PowerPoint use in vocabulary instruction as a useful instructional tool; however, there was no significant differences in their perceptions. These participants reported obstacles such as time investment, insufficient knowledge in information technology (IT), and lack of IT facilities. Pedagogical implications are made to encourage the potential use of PPT in vocabulary instruction.


Article visualizations:

Hit counter



perception, PowerPoint, vocabulary, college

Full Text:



Abdellatif, Z. (2015). Exploring students' perceptions of using PowerPoint in enhancing their active participation in the EFL classroom action research study. Journal Literature Language Linguist, 2(5), 36-39.

Adams, C. (2006). PowerPoint, habits of mind, and classroom culture. Journal of Curriculum Studies, 38(4), 389-411.

Alkash, K. A. M., & Al-Dersi, Z. E. M. (2013). Advantages of using PowerPoint presentation in EFL classroom and the status of its use in Sebha University. International Journal of English Language and Translation Studies, 1(1), 3-16.

Amare, N. (2006). To slideware or not to slideware: Students' experiences with PowerPoint vs lecture. Journal of Technical Writing and Communication, 36, 297-308.

Apperson, J. M., Laws, E. L., & Scepansky, J. A. (2006). The impact of presentation graphics on students' experiences in the classroom. Computers and Education, 47(1), 116-126.

Baker, J. P., Goodboy, A. K., Bowman, N. D., & Wright, A. A. (2018). Does teaching with PowerPoint increase students' learning: A meta-analysis. Computers and Education, 126, 376-387.

Blurton, C. (1999). New directions of ICT-use in education. UNESCO's World Communication and Information Report.

Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development Thousand Oaks, California: SAGE Publications, Inc.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4nd Ed.). Thousand Oaks, California: SAGE Publications.

Dang, O. K. (2009). PowerPoint applications in EFL teaching and learning at Can Tho high schools. (Master's thesis), Can Tho University.

Farahnia, S., & Khodi, A. (2017). Computer assisted vocabulary instruction: A case of applying PowerPoint presentation into Iranian EFL classes. Research in English Language Pedagogy, 5(1), 73-80.

Farcas, D. K. (2005). Understanding and using PowerPoint. Paper presented at the Proceedings of the STC annual conference, Arlington, VA.

Fritschi, J. (2008). Examining pre-service instructors' use of PowerPoint based on pre-service students' perceptions: A mixed methods study. (PhD thesis), University of Alabama, Birmingham, Alabama, USA.

Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th Ed.). Upper Saddle River, New Jersey: Merrill/ Pearson.

Ghasemi, B., & Hashemi, M. (2011). ICT: New wave in English language learning/ teaching. Procedia Social and Behavioral Sciences, 15, 3098-3102.

Hanardi, L. G. (2015). Students' vocabulary learning strategies adopted in interactive PowerPoint application for language learning. (Master of Humanities), Sanata Dharma University.

Harrison, A. (1998). Power up! Stimulating your students with PowerPoint. Learning and Leading with Technology, 26(4), 6-9.

James, K. E., Burke, L. A., & Hutchins, H. M. (2006). Powerful or pointless: Faculty versus student perceptions of PowerPoint use in business education. Business Communication Quarterly, 69(4), 374-396.

Knight, E., Paroutis, S., & Heracleous, L. (2018). The power of PowerPoint: A visual perspective on meaning making in strategy. Strategic Management Journal, 39(3), 894-921.

Laufer, B., Elder, C., Hill, K., & Congdon, P. (2004). Size and strength: Do we need both to measure vocabulary knowledge? Language Testing, 2(21), 202-226.

Laufer, B., & Nation, P. (1999). A vocabulary size test of controlled productive activity. Language Testing, 16(1), 33-51.

Le, T. N., & Nguyen, H. B. (2012). Task-based language learning and student motivation in vocabulary acquisition. Language Education in Asia, 3(1), 106-120.

Mahin, L. (2004). PowerPoint pedagogy. Business Communication Quarterly, 67(2), 219-222.

Miltenoff, P., & Rodgers, J. (2003). Teaching with technology: Multimedia and interactivity in social science education. Multimedia Schools, 10(2), 34-36.

Milton, J. (2009). Measuring second language vocabulary acquisition. Clevedon, England: Multilingual Matters.

Newhouse, C. P. (2002). The impact of ICT on learning and teaching: A literature review. Perth: Specialist Educational Services.

Papadopoulou, E. (2007). The impact of vocabulary instruction on the vocabulary knowledge and writing performance of third grade students. (PhD), University of Maryland, USA.

Pham, N. H. T., & Nguyen, H. B. (2017). Text-based vocabulary instruction on reading comprehension. European Journal of English Language Teaching, 3(1), 39-59.

Pugsley, L. (2010). How to design an effective PowerPoint presentation. Education for Primary Care, 21(1), 51-53.

Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice: Cambridge University Press.

Roblyer, M. D. (2015). Integrating educational technology in education (5th Ed). Boston: Pearson.

Savoy, A., Proctor, R. W., & Salvendy, G. (2009). Information retention from PowerPoint and traditional lectures. Computers and Education, 52(4), 858-867.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.

Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. United Kingdom: Palgrave Mcmillan.

Semenov, A. (2005). Information and communication technologies in schools: A handbook for teachers or how ICT can create new, open learning environments. Division of Higher Education: UNESCO Publication.

Shoari, E., & Farrokhi, F. (2014). The effects of graphic organizer strategy on improving Iranian EFL learners' vocabulary learning. Research in English Language Pedagogy, 2(1), 71-82.

Szabo, A., & Hastings, N. (2000). Using IT in the undergraduate classroom: Should we replace the blackboard with PowerPoint. Computer and Education, 35(175-187).

Ta, N. T. (2012). PowerPoint as a potential tool to learners' vocabulary retention. (Master's thesis), Can Tho University.

Ta, N. T., & Trinh, L. Q. (2015). PowerPoint as a potential tool to learners' vocabulary retention: Empirical evidences from a Vietnamese secondary educational setting. i-manager's Journal on English Language Teaching, 2(4), 15-22.

Wanner, T. (2015). Enhancing student engagement and active learning through just-in-time teaching and the use of PowerPoint. International Journal of Teaching and Learning in Higher Education, 27(1), 154-163.

Yusuf, M. O. (2005). Information and communication technologies and education: Analyzing the Nigerian national policy for information technology. International Education Journal, 6(3), 316-321.

DOI: http://dx.doi.org/10.46827/ejfl.v0i0.2012


  • There are currently no refbacks.

Copyright © 2015 - 2023. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).