Exploring Language Teachers' Emotional and Personal Experiences in Technology Integration in Education
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Abstract
The integration of technology in education has become a central topic in language teaching, yet the subjective experiences of teachers in this context remain underexplored. While research has focused on the outcomes of technology adoption, little is known about the personal and emotional aspects that influence teachers' perceptions and use of digital tools in their classrooms. This study seeks to fill this gap by investigating the lived experiences of language teachers using technology in their teaching practices. We employed a phenomenological approach to explore the challenges and benefits teachers perceive in integrating technology, focusing on their personal, cultural, and professional contexts. Through in-depth interviews with 10 language teachers from diverse institutional backgrounds, we identified four central themes: (1) emotional challenges and technostress in classroom implementation, (2) insufficient institutional support and professional training, (3) perceived pedagogical benefits including increased student engagement and interactive learning, and (4) the influence of cultural and contextual factors on technology use. Our findings demonstrate that teachers' experiences are shaped by a complex interplay of individual, institutional, and cultural factors, which significantly impact the success and sustainability of technology integration in language education. Specifically, emotional responses such as frustration or confidence were found to directly influence instructional decision-making, the frequency of technology use, and the adoption of student-centered strategies. This research contributes to a deeper understanding of the human dimension of technology adoption in teaching, highlighting the importance of providing sustained professional development, contextualized institutional support, and culturally responsive implementation strategies for teachers. Future studies should explore the long-term effects of technology use in education and the role of students’ experiences in shaping teaching practices.
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