Technology Integration in EFL Teaching and Learning in the Kingdom of Saudi Arabia: Current Practices, Benefits, Challenges, and Future Directions

Abstract

Technology integration has heightened attention in the teaching and learning of a foreign language. Teachers are expected to utilize technological tools effectively to improve language learning. Therefore, this study aimed to identify the current practices of EFL teachers and their perceived benefits, expected challenges, and future directions for technology integration in teaching and learning in the Kingdom of Saudi Arabia. In addition, this study examined the relationship between the EFL teachers' responses and their socio-demographic characteristics (gender, age, teaching experience, and academic qualification). The study applied a descriptive-analytical approach, and data were collected through a researcher-developed questionnaire from 224 EFL teachers at three universities during the academic year 2024. The data analysis was performed using descriptive and inferential statistical methods. The key findings reflected high levels of technology integration among EFL teachers' practices, perceived benefits, and future directions. Furthermore, the results showed low levels of challenges in teaching and learning. Moreover, teaching experience was the most consistently significant characteristic, being associated with current practices, perceived challenges, and support for future directions. Gender and academic qualification were associated with perceived benefits, while age group was associated with support for future directions. The study deepens current knowledge regarding variations in teachers' perceptions across socio-demographic groups and yields insights concerning educational policy, teacher development, and future research.