From Positive Attitudes to Limited Practice: Technology Integration in Libyan EFL Classrooms

Abstract

Technology has become an increasingly visible part of English as a Foreign Language (EFL) education. In many classrooms,  the use of digital tools  enhances learners’ opportunities to access a variety of language resources, communicate, and participate in different learning activities.  Nevertheless, simply having access to technology does not guarantee that it will be used in ways that substantially improve teaching and learning. This study investigates the attitudes of Libyan EFL learners at Yefran Faculty of Education and their instructors towards the integration of technology in EFL  classrooms.

 This study used a mixed-methods approach. The quantitative data were collected through administering a closed-ended questionnaire to 100 EFL students at Yefran Faculty of Education and analyzed using descriptive statistics,  while the qualitative data were collected through conducting semi-structured interviews with five EFL instructors at the same faculty and analyzed thematically. The findings show that students and teachers generally view technology positively and believe that it can contribute to language development and engagement. At the same time, classroom use is still concentrated mainly on functional activities, whereas collaborative, interactive, and learner-centred uses are less common. The results also highlight several challenges that hinder the integration of technology effectively, including limited training and support, problems with infrastructure and access, distractions caused by digital devices, and teachers’ continued reliance on traditional methods.  In addition, Teachers reported problems with the reliability of internet and electricity services, limited equipment, and insufficient professional development opportunities. The study therefore argues that meaningful technology integration requires more than providing digital tools. For technology to become a meaningful part of EFL  teaching, teachers also  need  appropriate  training, reliable infrastructure, continuous support, and  more opportunities to develop  the required skills to use digital tools effectively