ABSTRACT
This chapter reports on the study, which is part of a bigger project on evaluating the impact of training in CALL (computer-assisted language learning) on teaching practice with the technology of Vietnamese tertiary EFL teachers at their own institutions. Adopting a case study approach, the study collected data through interviews and observations with five EFL teachers nine months after the training course. It discusses the key findings of the research and their implications, which can be carefully taken to plan and implement future educational innovations in Vietnam and in other similar contexts. Findings of the study call for the need to design CALL courses that are informed by empirical research.
