Prospects and Challenges of Technology Enhanced Language Learning: Teachers Perspectives

Omolayo Yusuf, Olusegun Jegede, Adekemi Aliyu, Tolulope Aladetan

Abstract


This study explored the integration of Technology Enhanced Language Learning (TELL) from the perspective of language teachers, motivated by the increasing role of digital tools in education and the need to understand their practical impact. The purpose was to investigate the perceived benefits, challenges, and influence of teachers’ attitudes and proficiency with educational technology on TELL adoption. Employing a descriptive research design, the study surveyed 50 language teachers from primary and secondary schools using a structured questionnaire. Key findings revealed that a significant majority of teachers recognized benefits such as increased student engagement (76%) and improved access to resources (66%). However, challenges like frequent technical issues (50%) and inadequate training (44%) were prevalent, affecting their willingness to use technology. Furthermore, the study found that teachers’ confidence in their technological skills varied, influencing their adoption of TELL tools. The study concluded that there is need for targeted professional development and improved technical support to enhance technology integration in language teaching. Recommendations included implementing more practical, hands-on training programs and ensuring reliable access to technological resources to support effective use. These steps are essential to maximizing the benefits of technology in language education and overcoming barriers that impede its successful integration.


Keywords


Technology enhanced language learning; Teacher perceptions; Educational technology; Integration challenges; Language learning

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References


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DOI: http://dx.doi.org/10.3968/13571

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