In an attempt to analyse technology integration, this paper investigates the attitude of Iranian EFL teachers towards the utilisation of educational technology in Iranian EFL classrooms. A total of 115 EFL teachers in Tehran, Iran were selected through a random sampling procedure. An explanatory sequential mixed methods was adopted, where questionnaire data were accumulated and surveyed first, followed by a qualitative analysis of interviews. The findings indicate that Iranian EFL teachers maintain a generally positive attitude towards the incorporation of technology in EFL education, as the participants regarded computer technology as a useful instrument for EFL courses. This research further explores some of the factors challenging technological incorporations in Iranian EFL classrooms, including teachers’ lack of technological know-how, poor infrastructure and the restrictive regulations of the Iranian educational system. The results entail recommendations and implications for the teachers, curriculum developers and authorities in a call for reform.
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Sayed Hadi Sadeghi (2024) studied this question.