Examining The Impact Of Technology Integration On Teachers' Digital Literacy And Teachers' Professional Competences In English As Foreign Language (Efl) Class

Abstract

This research explores the impact of technology integration on teachers' digital literacy and professional competencies in English as a Foreign Language (EFL) classrooms. The study utilizes a mixed-methods approach, incorporating quantitative data analysis of survey responses and qualitative data analysis of in-depth semi-structured interviews. The findings reveal that teachers demonstrate varying levels of digital literacy, with the integration of technology positively influencing their digital literacy levels. There is a strong correlation between technology integration and teachers' professional competencies, indicating that effective technology integration enhances instructional practices and student engagement. The research identifies common challenges teachers face, such as limited access to resources and technical difficulties, and proposes strategies to overcome these challenges. The study emphasizes the importance of ongoing professional development programs, collaborative learning communities, and reflective practice in supporting teachers' digital literacy development and successful technology integration. The research contributes to the existing literature by providing empirical evidence of the benefits of technology integration in EFL classrooms. It highlights the need for comprehensive support and resources for teachers digital literacy growth. The findings inform educational institutions, policymakers, and teachers about the positive impact of technology integration on EFL education and underscore the significance of fostering a supportive environment that encourages continuous professional development and adaptability to change educational contexts.