Exploring Digital Empathy in Vietnamese Tertiary EFL Education: Perspectives of Teachers across Career Stages

Abstract

This qualitative study investigates the roles of learners’ digital empathy in English as a Foreign Language (EFL) education, focusing on the perspectives of Vietnamese tertiary EFL teachers. Amidst the increasing integration of digital tools in education, understanding the impact of digital empathy—empathetic engagement facilitated by digital platforms—becomes crucial, especially in language learning contexts. The study utilized semi-structured interviews with nine Vietnamese EFL teachers, who represented different career stages (novice, mid-career, and near-end), from two tertiary institutions. Thematic analysis revealed that digital empathy significantly enhances student engagement and the effectiveness of language learning. Teachers at all career stages emphasized the importance of understanding and addressing students’ emotional needs in digital environments. The study contributes to the existing literature by providing insights into the integration of digital empathy in EFL teaching, highlighting its importance across various teaching experiences.