UZBEK EFL TEACHERS’ DIGITAL TECHNOLOGY INTEGRATION: PERCEPTIONS, CHALLENGES, AND PROFESSIONAL DEVELOPMENT NEEDS
Keywords:
digital technology integration; EFL teachers; technology acceptance; perceived barriers; professional development; UzbekistanAbstract
The rapid development of digital technologies has significantly influenced contemporary English language education. Digital platforms, multimedia resources, learning management systems, and artificial intelligence (AI)-based tools have created new opportunities for improving teaching practices and supporting students’ language learning. However, the effective integration of these technologies depends not only on the availability of digital resources but also on teachers’ perceptions, technological confidence, institutional support, and contextual conditions.This study investigates Uzbek EFL teachers’ digital technology integration practices by examining their technology-related attitudes, perceived challenges, and professional development needs. A mixed-methods research design was employed. Quantitative data were collected through an online questionnaire completed by 150 English language instructors working in different educational institutions across Uzbekistan. The collected data were analyzed using descriptive statistics, Pearson correlation analysis, Welch’s independent-samples t-test, and Welch’s ANOVA. In addition, qualitative responses from an open-ended question were analyzed through thematic analysis.
The findings showed that teachers’ positive attitudes toward digital technologies were significantly associated with higher levels of technology usage. The results also indicated that teachers frequently encountered several challenges, including insufficient technological equipment, unstable internet connectivity, and limited access to digital devices among students. Furthermore, participants expressed a strong need for professional development opportunities related to interactive learning platforms, learning management systems, artificial intelligence tools, and digital content creation.
The study suggests that successful technology integration in Uzbek EFL classrooms requires a combination of teacher readiness, improved infrastructure, institutional support, and continuous professional development. The findings provide useful implications for educational policymakers, administrators, and teacher educators seeking to promote effective digital transformation in English language education.
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