Skip to main content
editor@theusajournals.com | Oscar Publishing Services Journal Home
Login

International Journal of Pedagogics

Peer Reviewed | Open Access | E-ISSN: 2771-2281
Published Article

Uzbek teachers’ perception of the current practice application of technology in English class and their challenges

Uzbek teachers’ perception of the current practice application of technology in English class and their challenges

Authors

  • Sotvoldieva Guzaloy Kurbonali kizi
    Keimyung University, Daegu (shahar nomi), South Korea

DOI:

https://doi.org/10.37547/ijp/Volume06Issue08-04

Keywords:

Digital technology integration educational technology technology-related attitudes

Abstract

The integration of digital technologies has become increasingly important in English as a Foreign Language (EFL) education; however, the factors influencing teachers’ actual technology usage remain underexplored in the Uzbek context. This study investigated the relationships among teachers’ technology-related attitudes, perceived barriers, teaching experience, institution type, and digital technology usage among EFL instructors in Uzbekistan. In addition, it explored the challenges teachers encounter and their professional development needs for integrating digital technologies into English language teaching.

A mixed-methods research design was employed. Quantitative data were collected through an online questionnaire completed by 150 EFL instructors from various educational institutions across Uzbekistan. The questionnaire measured digital technology usage, technology-related attitudes, perceived barriers, and demographic characteristics. Quantitative data were analyzed using Pearson correlation, Welch’s independent-samples t-test, and Welch’s ANOVA, while qualitative responses to an open-ended question were analyzed using thematic analysis.

The findings revealed a statistically significant positive relationship between teachers’ technology-related attitudes and digital technology usage (r = .211, p = .016). A significant positive relationship was also identified between perceived barriers and digital technology usage (r = .382, p < .001), suggesting that teachers who use digital technologies more frequently may become more aware of implementation-related challenges. In contrast, teaching experience (p = .479) and institution type (p = .691) were not significantly associated with technology usage. The most frequently reported challenges were insufficient technological equipment, unstable internet connectivity, and limited student access to digital devices. Participants also expressed strong interest in professional development related to interactive learning platforms, learning management systems, artificial intelligence tools, and video creation technologies.

The study concludes that digital technology integration among participating Uzbek EFL instructors is influenced primarily by teachers’ technology-related attitudes, contextual barriers, and professional development needs rather than demographic characteristics. The findings provide practical implications for policymakers, educational administrators, and teacher educators seeking to strengthen digital technology integration through improved infrastructure, institutional support, and targeted professional development initiatives.

Downloads

Download data is not yet available.

References

Abbasi, W. T., Ibrahim, A. H., Ali, F., & Elhussein, F. A. (2021). Barriers to technology integration in teaching English as a second language among English educators in Pakistan. International Journal of Language Education and Applied Linguistics, 12, 36–44. https://doi.org/10.15282/ijleal.v11i2.6775

Akhmedjanova, D., Begmatova, K., & Abdurakhmanova, N. (2023). Integration of information and communication technologies in online teaching of academic English in higher education in Uzbekistan. Foreign Languages in Uzbekistan. https://doi.org/10.36078/1687761685

Al-Jarf, R. (2026). Two decades of LMS supported EFL instruction: A systematic review of implementation, use, infrastructure, and success factors. Journal of Computer Science and Technology Studies, 8(6). https://doi.org/10.32996/jcsts.2026.8.6.5

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Chouit, D., Nfissi, A., & Laabidi, H. (2017). Exploring the correlation between professors' use of ICT in teaching and the levels of institutional support. Journal of English Language Teaching and Linguistics, 2(1), 45–57. https://doi.org/10.21462/jeltl.v2i1.39

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008

Doğan, S., & Geçikli, M. (2026). The role of digital literacy in shaping EFL teachers' attitudes toward ICT integration. Journal of Learning and Teaching in Digital Age, 11(2), 75–87. https://doi.org/10.53850/joltida.1773804

Durriyah, T. L., & Zuhdi, M. (2018). Digital literacy with EFL student teachers: Exploring Indonesian student teachers' initial perception about integrating digital technologies into a teaching unit. International Journal of Education & Literacy Studies, 6(3), 53–60. https://doi.org/10.7575/aiac.ijels.v.6n.3p.53

Gupta, P. K., Raturi, S., & Strzelecki, A. (2026). Determinants of educational technology adoption among university teachers: Extending the UTAUT framework. Discover Education, 5, 199. https://doi.org/10.1007/s44217-026-01192-8

Ku, K. Y. (2022). The primary and secondary school English teachers' perception and their use of edtech tools. The Journal of Linguistic Science, 102, 77–98. https://doi.org/10.21296/jls.2022.9.102.77

Mehdaoui, A. (2024). Unveiling barriers and challenges of AI technology integration in education: Assessing teachers' perceptions, readiness and anticipated resistance. Futurity Education, 4(4), 95–108. https://doi.org/10.57125/FED.2024.12.25.06

Nguyen, T. N., & Nguyen, T. N. (2026). A structural model of Vietnamese EFL teachers' readiness to integrate AI in English language teaching. Journal of Advances in Education Studies, 6(2), 37–43. https://doi.org/10.64171/JAES.6.2.37-43

Nunnally, J. C. (1978). Psychometric theory (2nd ed.). McGraw-Hill.

Nyairo, F. (2026). Assessing Kenyan pre-service EFL teachers' readiness for technology integration using the TPACK framework. European Journal of Education Studies, 13(5). https://doi.org/10.46827/ejes.v13i5.6651

Pokrivcakova, S. (2023). Pre-service teachers' attitudes towards artificial intelligence and its integration into EFL teaching and learning. Journal of Language and Cultural Education, 11(3). https://doi.org/10.2478/jolace-2023-0031

Regli, A., Antonopoulou, H., Beligiannis, G. N., Asimakopoulos, G., & Halkiopoulos, C. (2026). Beyond digital natives: A system-level analysis of institutional barriers and teacher experience in secondary school ICT integration. Sustainability, 18(2), 1108. https://doi.org/10.3390/su18021108

Rubadeau, K. (2018). Internal and external forces: Technology uses among English language teacher educators in South Korea. Australasian Journal of Educational Technology, 34(5), 80–94.

Sabirova, G. S., Vakhobova, F. M., Razikova, D. S., Ismatullayeva, I. X., & Bobomurod, B. (2024). The role of AI and Web 2.0 tools in developing pragmatic competence of L2 English learners. SPAST Reports, 1(7).

Saydazimova, I., & Saydazimova, O. (2025). Teachers' perceptions and agency in implementation of artificial intelligence: The case of Uzbekistan. Technology in Language Teaching & Learning, 7(4), 102980. https://doi.org/10.29140/tltl.v7n4.102980

Sun, Q., Jin, F., & Li, L. (2026). Determinants of perceived usefulness, satisfaction and behavioral intention of using AI in lesson planning among English teachers. Frontiers in Psychology, 17, 1732508. https://doi.org/10.3389/fpsyg.2026.1732508

Toshmatov, A. (2026). Teachers' perceptions of AI tools in university EFL classrooms: A cross-faculty study at Fergana State University. International Journal of Science and Technology, 3(3), 26–38. https://doi.org/10.70728/tech.v3.i03.006

Urunbayeva, J. (2025). Digital tools and AI in EFL reading instruction: Perceptions and practices of Uzbek teachers. Philology Matters, 2025(D2), 176–190. https://doi.org/10.36078/987655230

Vakhobova, F., Sabirova, G., Zakirova, G., Yuldasheva, O., Sattorova, F., Umirova, Z., & Karshieva, S. (2025). The digital decade (2014–2024): Pragmatic competence for EFL learners in a tech-enhanced classroom. Forum for Linguistic Studies, 7(8), 966–981. https://doi.org/10.30564/fls.v7i8.10288

Widayoko, A., Trihantoyo, S., & Hariyati, N. (2026). A decade of UTAUT in education: A PRISMA 2020 systematic review of technology acceptance studies (2015–2025). Al-Ishlah: Jurnal Pendidikan, 18(1), 483–494. https://doi.org/10.35445/alishlah.v18i1.9160

Zhang, J. (2023). EFL teachers' digital literacy: The role of contextual factors in their literacy development. Frontiers in Psychology, 14, 1153339. https://doi.org/10.3389/fpsyg.2023.1153339