EFL Libyan Teachers' Perceptions towards the Use of Technology on ELT Classrooms: Al-Jumail Secondary School

Abstract

The present qualitative research aimed to investigate the perceptions of foreign language teachers regarding the integration of technology into their teaching practices. This research was purely qualitative and conducted at a school in Al Jumail city, Libya, involving ten teachers who were interviewed in a semi-structured way. The findings obtained revealed that the incorporation of technological tools in English classrooms can enhance students’ engagement during lessons and facilitate improved learning outcomes and individualization. However, the results showed that the integration of these tools is often perceived as time-consuming and disruptive to the order of teaching and learning, and also demonstrated that teachers’ confidence in utilizing technological tools is closely linked to their level of technological literacy. The implications of the findings can be considered as suggestions for the local school and English teacher education programs for future reference, therefore, the integration of theory and practice in second language learning can be effectively achieved through the use of modern technology.