Information Communication Technology research reflects the degree of integration of digital tools in language teaching. One of the key aspects to digital technologies is that certain technologies have affordances and constraints when designing technology-based learning activities, resulting in classroom technology practices in teaching languages creating a new research area for practitioners and researchers. The present study investigates English teachers’ technological competences and perceptions of using technology, pedagogy, and content in their language classrooms. A survey was applied to gather information about the use of technological tools, the integration of technology, pedagogy, and content in teaching English as well as knowledge about their components. Results revealed that although teachers applied technology in lessons and had knowledge of digital technology, potential learning activities were often overlooked. Teachers were not sufficiently skilled in technology-related knowledge domain. Since English teachers reported difficulty integrating the Technological Pedagogical Content Knowledge framework to plan technology-rich language instructions skillfully, research outcomes suggest that such a framework is needed in training programs. This affords teachers practical opportunities integrate technology into their classroom teaching practices. Ideally, research findings will uncover pedagogical implications and applications for further research.
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