TECHNO PEDAGOGY IN ELT: A STUDY ON EFL INSTRUCTORS’ TECHNO PEDAGOGY EFFICACY AND PERSPECTIVES IN HIGHER EDUCATION

Abstract

The use of technology in EFL classrooms has become more common., although instructors’ readiness is still an obstacle to its efficient implementation. This study examines the significant relationship between the effectiveness of technology in teaching and the views of EFL instructors in higher education. This study utilized a mixed-method approach to examine the self-efficacy and perspectives of instructors in utilizing technology for language teaching. It also considered the distinction between data and the instructors’ personal experiences. Quantitative data collected from 54 instructors using a validated TPACK scale demonstrated moderate to high efficacy levels, with excellent content and pedagogical competence. However, a gap in Technological Pedagogical Content Knowledge (TPACK) emerged, emphasizing the challenge of integrating technology, pedagogy, and content. Surprisingly, no major differences in efficacy were seen between gender, educational background, or age. However, teaching experience had a statistically significant impact, with instructors in their first five years exhibiting the highest levels. In-depth interviews with six instructors provided qualitative results that provided an extensive overview of their personal experiences and opinions. While accepting technology's potential to improve engagement, interactivity, and varied learning styles, different degrees of competency and confidence emerged. The study found factors that promote or prevent successful integration, such as the use of gamification, integration of authentic materials, integration of apps, and an ongoing demand for support in addressing issues and adapting to new technology. The results establish an outline for tailored professional development programs, questioning traditional perspectives on the integration of technology and highlighting the significance of personal use, continuous learning, and adaptability. In essence, by bridging the gap between theory and practice, increasing confidence and competence in technology integration, and eventually improving the learning environment for EFL students, this study supports both instructors and institutions.