Investigating Iranian EFL Teachers’ Perceptions on the Use of ICT in Teaching English

Document Type : Original Article

Author

Dpartment of Persian language, Iranshahr university

Abstract

Technological advancement in this digital age requires educational systems to integrate Information and Communication Technology (ICT) innovatively into teaching and learning. However, teachers’ perceptions of ICT are a key determinant of its success or failure. This study aims to investigate Iranian school teachers’ perceptions of the use of ICT in English teaching and learning. To achieve the intended results, a semi-structured interview consisting of 10 open-ended questions was used to collect qualitative data from 10 participating teachers in Iranshahr, Iran. A multi-stage synthesis of the qualitative data, including categorical and thematic analysis, was adopted to analyze and present the data. The findings indicate that while teachers possess strong positive attitudes towards ICT and believe its use improves teaching quality and student motivation, they are severely blocked by significant systemic barriers. These challenges include a critical lack of financial resources, inadequate and unreliable technological infrastructure, insufficient technical support, insufficient time allocation, and cultural barriers to curriculum integration. The study highlights a critical disconnect between top-down administrative expectations and the practical, bottom-up realities teachers face in the classroom.

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Technology Assisted Language Education
Volume 2, Issue 1
March 2024
Pages 109-124

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