USE OF TECHNOLOGY IN EFL CLASSES AT COLLEGE LEVEL: TEACHERS’ PERCEPTIONS

Abstract

Integration of technological tools is no longer a garden-fresh application in EFL classes. Nor, the textbooks are the manual of sages to take a sigh of professional ascendency and accuracy. Technology integration has become a boon under the emerging patterns of EFL classes at intermediate level. The teachers in the technology integrated classes are progressively more cognizant of the prevalence of internet than the handful of parroting the orientation for making the teaching as an efficacious objective. This pursuit of accomplishment in teaching EFL classes at intermediate level is uneven and sporadic. Teachers are jammed to encounter the variety of learners who are possessed of incompatibly matchless educational backgrounds during the pre-collegiate period of study at schools. In this aspect, the teachers tried to tackle the issues in technology integrated classes at colleges because this was an innovative aspect for the most of the learners at college to learn EFL in technology integrated classroom. This empirical study reveals the perceptions of six lecturers. They possess BS to MS distinctions in English Literature and Linguistics. They are employed at Government Sachal Sarmast Post-Graduate Commerce College Hirabad, Hyderabad, Sindh, Pakistan. The college management made an assessment to arrange the separate EFL classes at college first time with technology as an additional incentive to the students of Commerce.   This study result revealed positivity of the teachers regarding the use of technology in EFL classes. An essential purport of the assignment was to support through the application of technological tools the communicative competence of the students. This study explored the perceptions of teachers about the technology use in EFL classes. This was a qualitative type of study. The purposive sampling was followed to take the data through semi structured interviews at college from the six lecturers. The analysis of data through the thematic analysis of Braun and Clarke (2006) revealed the positive attitude of teachers regarding the use of technology as to be conducive for learning in their EFL classrooms. However, certain challenges were acknowledged which can be addressed by the appropriate drills