Technology Integration in English Language Teaching: Focused Results on Current Practices, Perceived Effectiveness, and Their Relationship

Abstract

This focused manuscript extract presents the results aligned with three selected statements of the problem from the study on technology integration in English language teaching: current classroom practices, perceived effectiveness, and the significant relationship between technology practices and perceived effectiveness. Findings showed that technology use in English language classrooms was generally highly practiced, with teachers’ proficiency and students’ engagement emerging as strong indicators. Technology integration was also perceived as highly effective, especially in supporting teachers’ workload management, student motivation, and overall classroom outcomes. Correlation results further indicated a significant positive relationship between current technology practices and perceived effectiveness, particularly when technology was used frequently, purposefully, and in ways that promoted student engagement. These findings suggest that technology integration becomes more meaningful when digital tools are applied consistently, ethically, and instructionally in English language teaching.