ASSESSING THE IMPACT OF TECHNOLOGY INTEGRATION ON EFL TEACHERS' INSTRUCTIONAL PRACTICES

Abstract

This study explores the impact of technology integration on the instructional practices of English as a Foreign Language (EFL) teachers in Pakistan. Using a mixed-methods approach, the research aimed to assess teachers' perceptions, the frequency of technology use, and the challenges faced in incorporating technology into their teaching. Data were collected through a structured questionnaire, classroom observations, and semi-structured interviews involving 100 EFL teachers from public and private schools across major cities. The quantitative data were analyzed using descriptive statistics, while thematic analysis was applied to the qualitative data. The findings revealed that while technology was used to enhance student engagement and access to online resources, its integration was inconsistent, with many teachers using it only on a monthly or weekly basis. The study identified significant barriers, such as lack of training, inadequate infrastructure, and technical issues, which hindered effective use of technology. The study concluded that professional development, improved infrastructure, and sustained technical support are critical for overcoming these barriers. Recommendations include investing in reliable technology, offering targeted teacher training programs, and establishing support systems to enhance the effectiveness of technology in EFL instruction.