نوع المستند : المقالة الأصلية
المؤلفون
1 MA student, Department of Curriculum and instruction, College of Education, Qassim University
2 Assistant professor, Department of Curriculum and instruction, College of Education, Qassim University.
المستخلص
عنوان المقالة [English]
المؤلفون [English]
The integration of educational technology in English language teaching (ELT) remains a focal point for educational enhancement, particularly in Saudi Arabia. Previous studies have emphasized the pivotal role of educators' attitudes and experiences in shaping technology integration practices. However, a gap exists in understanding the specific challenges and opportunities encountered by English language teachers in Saudi Arabia, particularly in institutions like the Academy of Learning in Jubail City. Consequently, this research aims to address this gap by exploring the perspectives of Saudi English language teachers regarding the integration of educational technology in their teaching practices. The main research question guiding this study is: What are the perspectives of English language teachers in KSA regarding the integration of educational technology in the Academy of Learning in Jubail City? The research methodology involves a thematic analysis of semi-structured interviews with English language teachers, focusing on themes such as technology integration, the effect on teaching practices, student engagement, and learning outcomes. The findings reveal a positive effect of educational technology on student engagement, motivation, and learning outcomes, alongside challenges such as technical difficulties and the need for continuous professional development. The study concludes with recommendations for continuous professional development, investment in technology infrastructure, fostering collaborative learning communities, and providing training on designing technology-based learning activities to optimize technology integration in ELT practices
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