This study explores how the integration of Artificial Intelligence (AI) tools into language education can influence language teachers' identity from an ecological perspective. To do so, 16 teachers were selected based on purposeful sampling and completed a narrative frame. To corroborate data, seven of them (based on the richness of their…

Little is known about pre-service teachers' (PSTs) content-specific pedagogical beliefs and what causes alignment or misalignment, particularly when it comes to technology integration in emergency remote teaching (ERT). This study looked at the use of technology in teaching practice, content-specific pedagogical views held by PSTs, and the factors…

In recent years, pedagogical design and practice have undergone a forced transformation that has brought many innovative methods and tools to the implementation process. The transition to online education has demanded new infrastructural solutions that have temporarily replaced traditional classroom practices. Most teachers seem to have adapted…

Teachers' role identities shape their teaching practices. However, research on the interplay between language teachers' role identities and classroom technology integration is rather limited. Based on interview responses and classroom observations of eight K-12 language teachers, this study revealed two contrastive forms of role identities that…

This study addresses the overlooked aspect of evaluating pre-service teachers' preparedness for technology-based instruction. Focusing on EFL pre-service teachers at a remote university, it explores their readiness to integrate Information and Communication Technology (ICT) into teaching while navigating associated challenges. Employing a…

Since teachers are the most responsible ones for integrating technology into their online teaching practices, understanding their attitudes and beliefs is of great importance. This study thus investigated pre-service English as a Foreign Language (EFL) teachers' attitudes and perceived challenges of teaching online language courses. To this end, a…

The integration of technologies might have important effects on language education. There is growing evidence that teachers' self-efficacy beliefs intersect to shape teaching behaviors. However, due to the emergence of technology-enhanced instructions in language classrooms, the strength of the relationship between teachers' self-efficacy beliefs…

This study explores the intersection of Technological Pedagogical Content Knowledge (TPACK) and Technology Integration Self-Efficacy (TISE) among EFL instructors in Turkey. Utilizing a quantitative approach, 101 EFL instructors were across various Turkish universities, employing the TPACK-EFL assessment and the TISE questionnaire. Our findings…

This study aimed to investigate the perceptions of EFL teachers regarding the use of ICT and the extent to which they integrated it into their EFL classes. A survey was conducted with EFL teachers who were alumni of the English Education Study Program at a state-owned university in South Sumatra. Furthermore, the survey was administered online…

Virtual reality (VR) has fundamentally changed how students interact with their subjects and learn because it offers an immersive learning environment. This qualitative study aims at exploring Omani English as a foreign language (EFL) teachers' perceptions of using VR. It employed semi-structured interviews with 20 schoolteachers working in…

In this era of information and communication technology boom, applying this advancement to all areas is a matter of course. This is a general tendency for technology integration into foreign language teaching at universities and schools in Vietnam. Following this trend, this paper reports the results of a study investigating teachers' beliefs…

The present study investigates the potential of ChatGPT as an L2 teaching support and aims to explore the extent to which this Generative AI-powered tool is helpful for English as a Foreign Language (EFL) teachers. Therefore, this exploratory single instrumental case study followed an EFL teacher using ChatGPT for seven months, from January to…

This study explores the factors influencing the acceptance of ChatGPT, an artificial intelligence chatbot, for English Language Teaching (ELT) among Iranian EFL (English as a Foreign Language) teachers. The research framework is grounded in the Technology Acceptance Model (TAM), augmented with external factors pertaining to system characteristics…

Given the inadequate empirical research on teachers' information literacy, this study examined Chinese university foreign language teachers' information literacy and explored factors that influence their information literacy. Analyses of data collected through questionnaires suggested university Chinese foreign language teachers perceived…

Purpose: This study investigates university in-service English as a Foreign Language (EFL) teachers' perceptions of technology integration and the relevant factors that may affect their technology integration in the classroom. Design/Approach/Methods: This multiple case study applies Teo's extended technology acceptance model (TAM) and the theory…