Uzbek teachers’ perception of the current practice application of technology in English class and their challenges

The integration of digital technologies has become increasingly important in English as a Foreign Language (EFL) education; however, the factors influencing teachers’ actual technology usage remain underexplored in the Uzbek context. This study investigated the relationships among teachers’ technology-related attitudes, perceived barriers, teaching experience, institution type, and digital technology usage among EFL instructors in Uzbekistan. In addition, it explored the challenges teachers encounter and their professional development needs for integrating digital technologies into English language teaching. A mixed-methods research design was employed. Quantitative data were collected through an online questionnaire completed by 150 EFL instructors from various educational institutions across Uzbekistan. The questionnaire measured digital technology usage, technology-related attitudes, perceived barriers, and demographic characteristics. Quantitative data were analyzed using Pearson correlation, Welch’s independent-samples t-test, and Welch’s ANOVA, while qualitative responses to an open-ended question were analyzed using thematic analysis. The findings revealed a statistically significant positive relationship between teachers’ technology-related attitudes and digital technology usage (r = .211, p = .016). A significant positive relationship was also identified between perceived barriers and digital technology usage (r = .382, p < .001), suggesting that teachers who use digital technologies more frequently may become more aware of implementation-related challenges. In contrast, teaching experience (p = .479) and institution type (p = .691) were not significantly associated with technology usage. The most frequently reported challenges were insufficient technological equipment, unstable internet connectivity, and limited student access to digital devices. Participants also expressed strong interest in professional development related to interactive learning platforms, learning management systems, artificial intelligence tools, and video creation technologies. The study concludes that digital technology integration among participating Uzbek EFL instructors is influenced primarily by teachers’ technology-related attitudes, contextual barriers, and professional development needs rather than demographic characteristics. The findings provide practical implications for policymakers, educational administrators, and teacher educators seeking to strengthen digital technology integration through improved infrastructure, institutional support, and targeted professional development initiatives.