Perspectives and challenges of technology integration in English language teaching: an academic approach
DOI:
https://doi.org/10.51798/sijis.v6i1.869Keywords:
Technology in Education, ICT Integration, Teaching, English, Ecuador, ESLAbstract
Introduction: Teaching English as a foreign language is essential for the holistic development of students, and technology today serves as the scaffolding for meaningful and differentiated learning. This research analyzes the perspectives and challenges of technological integration in English language teaching from an academic approach within the Ecuadorian context. Methods: An exploratory and descriptive methodology was applied, combining qualitative and quantitative approaches. Surveys and interviews were used as instruments for data collection. The sample consisted of 150 individuals: 65 students, 65 teachers, 15 administrators (from educational institutions), and 5 English specialists, all within the Ecuadorian educational system. Results: While some teachers use technology only occasionally, there are also cases of teachers without technological training. A significant number of teachers believe that there is insufficient institutional support for technological integration. Teachers express ambivalence regarding the effectiveness of technology in English language teaching. Students hold an unfavorable opinion, claiming that while technology is present, its impact on learning and improving language skills is limited. Conclusions: The development of technological integration in English language teaching in the analyzed context is constrained by the lack of institutional support and limited teacher training. Overcoming these barriers requires a coordinated strategy that promotes professional development and provides resources tailored to Ecuador's local realities.
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