Vietnamese Teachers’ Perceptions of Blooket for Enhancing IT Technical Vocabulary: Insights and Influencing Factors

This study examines Vietnamese EFL teachers’ perceptions of Blooket as a digital tool for enhancing students’ acquisition of technical vocabulary in the field of Information Technology (IT). Acknowledging the increasing integration of educational technology in language instruction, the research investigates how teachers conceptualize Blooket’s potential to support specialized vocabulary learning. A mixed-methods research design was adopted, guided by the evaluative framework developed by Perera and Hervás-Gómez (2021) for assessing digital learning tools. Data were collected through a structured questionnaire combined with semi-structured follow-up interviews.The findings suggest that EFL teachers generally perceive Blooket as an engaging and motivational platform that positively influences student participation. Notably, features such as real-time feedback and monitoring of learner progress were identified as critical enablers of active classroom interaction and heightened learner engagement. These affordances were viewed as particularly beneficial for tracking student performance and fostering a dynamic, learner-centered environment. Despite these perceived strengths, the study also revealed divergent opinions regarding Blooket’s broader educational efficacy. Teachers expressed reservations about its ability to sustain student attention over time, promote long-term vocabulary retention, and facilitate meaningful academic interactions. Moreover, concerns were raised about the platform’s role in fostering deeper pedagogical practices. Specifically, many participants questioned its capacity to stimulate teacher reflection on instructional strategies, empower students in self-regulated learning, or bridge the gap between traditional and technology-enhanced learning environments. Additional issues highlighted include challenges related to Blooket’s usability, its alignment with specific curricular objectives, and the degree to which it is systematically integrated into instructional design. While the platform was acknowledged for its potential to enhance certain aspects of EFL teaching—particularly in terms of engagement—participants emphasized that its educational benefits are contingent on thoughtful integration, improvements in design, and alignment with clearly defined learning outcomes. In conclusion, this study underscores the critical importance of aligning digital tools such as Blooket with targeted pedagogical goals in order to maximize their effectiveness in the EFL classroom.