TÁC ĐỘNG CỦA CHUYỂN ĐỔI SỐ ĐẾN HIỆU QUẢ RÈN LUYỆN KỸ NĂNG NGHE - NÓI TIẾNG ANH CỦA SINH VIÊN HỌC VIỆN CHÍNH SÁCH VÀ PHÁT TRIỂN

Abstract

Abstract

In the context of digital transformation in higher education, the integration of digital technologies into English language teaching has increasingly exerted a marked influence on students’ learning processes and outcomes, particularly in listening and speaking skills. This study examines the impact of digital transformation on the effectiveness of developing listening and speaking skills among students at the Academy of Policy and Development (APD) using a quantitative approach with a sample of 340 students. Descriptive statistics, EFA/CFA, and structural equation modeling (SEM) were employed to test the causal chain of Perception → Attitude/Intention → Use → Effectiveness based on Davis’s (1989) Technology Acceptance Model. The findings indicate that the use of digital technologies exerts a positive effect on perceived listening and speaking outcomes by enhancing access to authentic input, expanding opportunities for interaction, and fostering learner autonomy; however, disparities in digital competence and cognitive overload attenuate these effects, while pedagogical support plays a positive moderating role. On this basis, the study proposes pedagogical implications for the design of digital learning activities, platform standardization, and the implementation of blended learning to enhance the effectiveness of digital transformation in English language teaching at the tertiary level.

Keywords: Digital transformation; English listening and speaking skills; Technology Acceptance Model (TAM); structural equation modeling (SEM); higher education