Using Microsoft Teams as a Platform for Blended Learning: Insights from Vietnamese Students
DOI:
https://doi.org/10.54855/callej.2627210Keywords:
Computer-assisted language learning, Blended learning, Microsoft Teams, students’ perspectives, Vietnamese studentsAbstract
In recent years, as the 4th Industrial Revolution has had a major impact on teaching and learning methods, it is understandable why blended learning has increasingly attracted the attention of researchers. Among the tools supporting blended teaching and learning, Microsoft Teams in the Office 365 application suite is increasingly being preferred by many people because of its outstanding features. This article aims to explore students’ insights into using Microsoft Teams as a platform for blended learning. Participants in this study included 120 students I directly taught at the university. In this study, I combined questionnaires and interviews to explore the advantages and disadvantages of Teams from students’ perspectives. The results show that students perceived several benefits of using Teams, such as quick feedback from teachers, access to adequate learning resources, and support for discussions and assignments. However, it is inevitable to encounter challenges when using Teams. Students perceived that these difficulties may come from their own knowledge of Teams, Internet issues, classroom communication, and technology errors. I hope that the study will help teachers make appropriate adjustments in teaching methods when applying Teams in blended teaching.
References
Alainati, S., Al-Hunaiyyan, A., & Alkhatib, H. (2023). Instructors’ digital competencies for innovative learning: Human resource management perspectives. International Journal of Professional Business Review, 8(10), e03750. https://doi.org/10.26668/businessreview/2023.v8i10.3750
Al-Hail, M., Zguir, M. F., & Koç, M. (2023). University students’ and educators’ perceptions on the use of digital and social media platforms: A sentiment analysis and a multi-country review. iScience, 26(8), 1–26. https://doi.org/10.1016/j.isci.2023.107322
Alkhatib, H., & Alainati, S. (2024). Assessing the effectiveness Of Microsoft Teams as a platform for online learning: How to enhance students' participation in blended and virtual learning. IOSR Journal of Business and Management (IOSR-JBM), 26(6), 26-31. https://doi.org/10.9790/487X-2606032631
Almahasees, Z., Mohsen, K., & Amin, M. O. (2021). Faculty and students’ perceptions of online learning during COVID-19. Frontiers in education, 12(5), 1-10. https://doi.org/10.3389/feduc.2021.638470
Almodaires, A. A., Almutairi, F. M., & Almsaud, T. E. A. (2021). Pre-Service teachers’ perceptions of the effectiveness of Microsoft Teams for remote learning. International Education Studies, 14(9), 108-121. https://doi.org/10.5539/ies.v14n9p108
Almutairi, R. T., & Aljumah, F. H. (2023). The effects of using Microsoft Teams on improving EFL learners' speaking abilities at Unaizah High School Students. English Language Teaching, 16(2), 53-66. https://doi.org/10.5539/elt.v16n2p53
Baker, L. A., & Spencely, C. (2020). Blending Microsoft Teams with existing teaching environments to increase access, inclusivity and engagement. Journal of the Foundation Year Network, 3, 3-20. https://jfyn.co.uk/index.php/ukfyn/article/view/58
Božović, I., & Božović, J. (2021). Challenges of teaching and learning in higher education institutions in the conditions of the COVID-19 pandemic. KNOWLEDGE - International Journal, 48(2), 267–273. https://ikm.mk/ojs/index.php/kij/article/view/4738
Bui, T. K. L. (2022). The challenges of online writing learning via Microsoft Teams. AsiaCALL Online Journal, 13(1), 132-149. https://asiacall.info/acoj/index.php/journal/article/view/115/56
Chatterjee, I., & Chakraborty, P. (2020). Use of information communication technology by medical educators amid COVID-19 pandemic and beyond. Journal of Educational Technology Systems, 49(3), 310-324. https://doi.org/10.1177/0047239520966996
Chau, M. H., Smidt, E., Gardner, P., & Tahir, M. M. (2022). Developing a sustainable community of inquiry: Reflections and lessons learned. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 23(4), 46–55. https://callej.org/index.php/journal/article/view/423
Chen, S., & Lee, K. W. (2024). Blended learning approach in learning English communication skills for Japanese college students. Computer‑Assisted Language Learning Electronic Journal (CALL-EJ), 25(2), 47–70. https://callej.org/index.php/journal/article/view/455
Dahmash, N. B. (2020). ‘I couldn’t join the session’: Benefits and challenges of blended learning amid COVID-19 from EFL students. International Journal of English Linguistics, 10(5), 221-230. https://doi.org/10.5539/ijel.v10n5p221
Dao, N. (2022). Covid-19 boosts innovation of education in Vietnam. PS Engage [Online]. Available: https://ps-engage.com/covid-19-boosts-innovation-of-education-in-vietnam/
Dinc, L., (2022). Variables affecting engagement in online learning. New Vistas, 8(1), 22-28. https://doi.org/10.36828/newvistas.196
Doan, T. H. D. (2020). The advantages and disadvantages of virtual learning. IOSR Journal of Research & Method in Education, 10(3), 45-48. https://doi.org/10.9790/7388-1003054548
Doronila, R. A., & Cariaga, R. F. (2025). Is the Likert Scale Still IN in 2025? Revisiting Usage, Interpretation, and the Rounding Paradigm. International Journal of Interdisciplinary Viewpoints, 1(5), 587–594. https://doi.org/10.64612/ijiv.v1i5.36
El Sayed, A. A. H., Ahmed, M. A. I. S., & Mohamed, W. M. E. S. (2024). The effectiveness of blended learning using Microsoft Teams platform on learning some volleyball skills. Education (Al-Azhar): A peer-reviewed scientific journal for educational, psychological and social research, 43(201), 367-407. https://doi.org/10.21608/jsrep.2024.339189
Fatima, N. (2020). English language teaching during the Times of COVID-19, challenges and opportunities: A brief study of GFP students in Muscat College. Journal for Research Scholars and Professionals of English Language Teaching, 1-6. https://ssrn.com/abstract=3704603
Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough. American Journal of Distance Education, 19(3), 133–148. https://doi.org/10.1207/s15389286ajde1903_2
Garrison, R. & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
Graham, C. R. (2013). Blended learning systems. In C. Bonk (Ed.), The handbook of blended learning. Global perspectives and local designs. San Francisco: Pfeiffer. https://curtbonk.com/toc_section_intros2.pdf
Ha, G. L., & Ngo, T. C. T. (2021). Challenges in learning listening comprehension via Microsoft Teams among English majors at Van Lang University. International Journal of TESOL & Education, 1(3), 142-175. http://eoi.citefactor.org/10.11250/ijte.01.03.009
Han, Y., Luan, N. L., & Zhao, S. (2024). Influence of technology-mediated learning models on student satisfaction based on self-determination theory. (2024). Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 23(2), 131-151. https://callej.org/index.php/journal/article/view/400
Harlacher, J. (2016). An educator’s guide to questionnaire development (REL 2016–108). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central. Retrieved from http://ies.ed.gov/ncee/edlabs
Hidalgo, E. J. P., & Abril, C. A. H., & Parra, M. E. G. (2020). MOOCs: Origins, concepts and didactic applications: A systematic review of the literature (2012-2019). Technology, Knowledge and Learning, 25(4), 853-879. https://doi.org/10.1007/s10758-019-09433-6
Irawan, R., & Aminullah, M. (2024). Student perception of blended learning in learning English. Jurnal Pendidikan, Sains Sosial, dan Agama, 10(1), 32-39. https://doi.org/10.53565/pssa.v10i1.1236
Ismail, S., & Ismail, S. (2020). Teaching approach using Microsoft Teams: Case study on satisfaction versus barriers in online learning environment. Journal of Physics: Conference Series, 1874, 1-9. https://doi.org/10.1088/1742-6596/1874/1/012020
Kashoob, M., & Attamimi, R. (2021). Exploring Omani EFL students’ perceptions of the newly adopted online learning platforms at the University of Technology and Applied Sciences-Salalah. Journal of Education and Learning, 10(2), 28-36. https://doi.org/10.5539/jel.v10n2p28
Kaskova, M., & Demina, O. (2021). Texts rendering into a foreign language. Distant learning experience. In E3S Web of Conferences (Vol. 295, p. 05014). EDP Sciences. https://doi.org/10.1051/e3sconf/202129505014
Le, V. A., Dang, T. M. T., & Skewes, E. (2025). An exploration into perceptions of Vietnamese English lecturers on using AI in teaching and assessment design. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 26(4), 531-550. https://callej.org/index.php/journal/article/view/665
Le, V. T., Tran, T. L. N., Hoang, T., & Hoang, D. T. N. (2024). Student-material interaction in online learning during the COVID-19 pandemic. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 23(4), 76–102. https://callej.org/index.php/journal/article/view/425
Ly, N. M. C., Chu, T. D., Tran, T. H. A., & Pham, Q. A. (2024). Students’ perception of using YouTube to learn English: A case study at Van Lang University. International Journal of TESOL & Education, 4(3), 20-45. https://doi.org/10.54855/ijte.24432
Maher, C. & Bedwei-Majdou, C. (2025). Semi-structured qualitative interview guide: Process and considerations for doctoral students. In R. Throne (Ed.), Qualitative Research Methods for Dissertation Research (pp. 195-220). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-3069-2.ch007
Mahyoob, M. (2020). Challenges of e-learning during the COVID-19 pandemic experienced by EFL learners. Arab World English Journal, 11(4), 351-362. https://dx.doi.org/10.24093/awej/vol11no4.23
McConnell, D. (2006). E-learning Groups and Communities. McGraw-Hill Education, London. https://eprints.lancs.ac.uk/id/eprint/3680
McVey, M., Edmond, A., & Montgomery, D. (2019). Supporting students to develop their digital literacies using Microsoft Teams. ALT Winter Conference, 11-12 Dec 2019. http://eprints.gla.ac.uk/206468/
Microsoft, (2024). Enabling a digital future for Vietnam. Microsoft Stories Asia [Online]. https://news.microsoft.com/apac/2020/07/08/enabling-a-digital-future-for-vietnam/
Mohan, A., Sen, P., Shah, C., Jain, E., & Jain, S. (2021). Prevalence and risk factor assessment of digital eye strain among children using online e-learning during the COVID-19 pandemic: Digital eye strain among kids (DESK study-1). Indian Journal of Ophthalmology, 69(1), 140-144. https://doi.org/10.4103/ijo.IJO_2535_20
Nawi, A., & Hamidaton, U. (2022). Exploring student’s readiness and behavioral towards virtual learning via Microsoft Teams. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(2), e001273. https://doi.org/10.47405/mjssh.v7i2.1273
Nguyen, T. H. N., & Nguyen, T. T. H. (2024). Use of Microsoft Teams in teaching and learning English online to improve English level: A case study at the Academy of Journalism and Communication. VietTESOL International Convention Proceedings, 1. https://proceedings.viettesol.org.vn/index.php/vic/article/view/198
Pham, A. T. V. (2023). Using Microsoft Teams as a learning management system in English courses: A story from a vocational school. In ICFET ’23: Proceedings of the 2023 9th International Conference on Frontiers of Educational Technologies, pp. 78–83. https://doi.org/10.1145/3606150.3606163
Pham, D. T. (2025a). Perceptions of university teachers on Microsoft Teams for online instruction: A case study in Vietnam. International Journal of Interactive Mobile Technologies (iJIM), 19(1), 62–78. https://doi.org/10.3991/ijim.v19i01.50067
Pham, D. T. (2025b). Ung dung Microsoft Teams phat trien tinh tu hoc cho sinh vien nam thu nhat trong hoc tieng Anh. (In Vietnamese) [Microsoft Teams application develops self-learning for first-year students in English language learning]. Journal of Science and Technology, 230(12), 239–246. https://jst.tnu.edu.vn/jst/article/view/12863
Pham, M. T., Nguyen, T. T. V., & Cao, T. X. T. (2023). Vietnamese students’ perceptions of utilizing social media to enhance English vocabulary: A case study at Van Lang University. International Journal of TESOL & Education, 3(1), 79-111. https://doi.org/10.54855/ijte.23316
Pham, Q. A., Nguyen, T. U., & Mai, T. T. D. (2023). The effectiveness of Microsoft Teams, Zoom and Canvas for students. Case study: three high schools in Ho Chi Minh City. VNU Journal of Science: Education Research, 39(1), 64-76.https://doi.org/10.25073/2588-1159/vnuer.4694
Pham, T. D. T., Duong, T. H. P., & Dau, T. K. T. (2023). Su dung Microsoft Teams trong day hoc tieng Anh truc tuyen tai truong cao dang du lich Hue: Thuc trang va giai phap. (In Vietnamese) [Using Microsoft Teams in online English teaching at Hue College of Tourism: Current situation and solutions]. Journal of Hue Tourism College, 5, 39-46. https://huetc.edu.vn/wp-content/uploads/2023/05/S%E1%BB%AC-D%E1%BB%A4NG-MICROSOFT-TEAMS-TRONG.pdf
Pham, V. H., & Pham, V. D. (2023). Application of technology in online teaching of subjects belonging to the knowledge block of sports management (Evidence of management science) at Bac Ninh University of Physical Education and Sports. Journal of Sports Science, 239, 1-4. https://vjol.info.vn/index.php/tckhthethao/article/view/85034
Phung, N. T., & Luong, T. K. P. (2021). Online language learning via Moodle and Microsoft Teams: Students’ challenges and suggestions for improvement. Proceedings of the AsiaCALL International Conference, 533(978-94-6239-343-1), 106–113. https://doi.org/10.2991/assehr.k.210226.013
Prime, R. (2024). Explanatory Sequential Design in Mixed Method Research: A Comprehensive Guide. https://bestdissertationwriter.com/explanatory-sequential-design/
Ranganathan, P., & Caduff, C. (2023). Designing and validating a research questionnaire - Part 1. Perspectives in clinical research, 14(3), 152–155. https://doi.org/10.4103/picr.picr_140_23
Rashid, S., & Yadav, S. S. (2020). Impact of Covid-19 pandemic on higher education and research. Indian Journal of Human Development, 14(2), 340-343. https://doi.org/10.1177/0973703020946700
Rojabi, A. R. (2020). Exploring EFL students’ perception of online learning via Microsoft Teams: University level in Indonesia. English Language Teaching Educational Journal, 3(2), 163-173. https://doi.org/10.12928/eltej.v3i2.2349
Saleem, T. A. (2013). Blended learning is the natural evolution of electronic learning. Journal of Education and Practice, 4(9), 29-37. https://www.iiste.org/Journals/index.php/JEP/article/view/5744
Sobaih, A. E. E., Salem, A. E., Hasanein, A. M., & Elnasr, A. E. A. (2021). Responses to Covid-19 in higher education: Students’ learning experience using Microsoft Teams versus social network sites. Sustainability, 13(18), 10036. https://doi.org/10.3390/su131810036
Stramkale, L. (2023). University students’ perspectives on online learning via the Microsoft Teams platform. Journal of Education Culture and Society, 14(1), 400-414. https://doi.org/10.15503/jecs2023.1.400.414
Sujarwanto, Sheehy, K., Rofiah, K., & Budiyanto (2021). Online higher education: The importance of students’ epistemological beliefs, well-being, and fun. IAFOR Journal of Education, 9(6), 9-30. https://doi.org/10.22492/ije.9.6.01
Tam, C. F. A. (2023). Investigating the gains of feedback providers in micro-teaching via Microsoft Teams videoconferencing. In The 6th International Conference on Advanced Research in Education Proceedings (pp. 1–16). https://www.dpublication.com/abstract-of-6th-educationconf/e44-7053/
Tiyar, F. R., & Khoshsima, H. (2015). Understanding students' satisfaction and continuance intention of e-learning: Application of expectation- confirmation model. World Journal on Educational Technology, 7(3), 157-166. https://doi.org/10.18844/wjet.v7i3.203
Tran, T. M. L. (2024). Blended learning in EFL classrooms at a Vietnamese university from students’ perspectives. International Journal of TESOL & Education, 4(2), 99-117. https://doi.org/10.54855/ijte.24426
Tran, T. T. M (2021). Microsoft Teams in the context of first-year students ELF learning. AsiaCALL Online Journal, 12(2), 12-23. https://asiacall.info/acoj/index.php/journal/article/view/22
Tran, V. M. Y., & Nguyen, T. U. N. (2021). The practice of online English teaching and learning with Microsoft Teams: From students’ view. AsiaCALL Online Journal, 12(2), 51-57. https://asiacall.info/acoj/index.php/journal/article/view/41
Wea, K. N., & Kuki, A. D. (2020). Students’ perceptions of using Microsoft Teams application in online learning during the Covid-19 pandemic. Journal of Physics: Conference Series, 1842(1), 1-7. https://doi.org/10.1088/1742-6596/1842/1/012016
Wichanpricha, T. (2021). Synchronous online learning through Microsoft Teams at tertiary level: Academic English course. Journal of Educational and Social Research, 11(5), 123-123. https://doi.org/10.36941/jesr-2021-0111
Wright, B. M. (2017). Blended learning: Student perception of face-to-face and online EFL lessons. Indonesian Journal of Applied Linguistics, 7(1), 64-71. https://doi.org/10.17509/ijal.v7i1.6859
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Author and CALL-EJ
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright of articles is retained by authors and CALL-EJ. As CALL-EJ is an open-access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. Sources must be acknowledged appropriately.
