Information and communication technology (ICT) has taken off in recent decades. Education is no exception to the trend of introducing ICT which presents compelling interests. This article aims to assess the reliability and the validity of the Technology Acceptance Model TAM (Davis, 1989) in a Vietnamese context. Using the questionnaire developed by Wong and Teo (2009), we conducted a survey of 217 Vietnamese students learning French as a foreign language in universities where Bachelors of Arts in French language are proposed. The data were processed with structural equation modelling approach. The results show that TAM can be considered as a valid tool to study factors which determine and influence technology use in learning by Vietnamese students. They also indicate that dimensions of TAM fit together in the same way as advocated by Davis (1989) and, Wong and Teo (2009).