Digital Reshaping of English Language Teaching: Investigating the Impact of Technology Integration in Algerian EFL Settings at Ain Temouchent Primary Schools

Abstract

Incorporating technology has become a paramount component in EFL primary school classrooms the present research work intends to explore the influence of technology integration in the English language teaching and learning process in Algerian primary schools. The study aims to provide insights into English language teachers’ perceptions of the use of technological devices in the learning setting. At the same time, this study attempts to identify the hurdles they encounter during this process, and examines the impact of technology on students’ motivation and engagement. To this end, two data collection instruments are used: a questionnaire administered to 53 primary school English teachers, and a semi-structured interview conducted with 8 of them. The responses of the participants are both quantitatively and qualitatively analyzed. The findings of the analysis indicate that the majority of primary school EFL teachers have a positive attitude towards the integration of technology in classrooms, as they understand its potential in increasing students' motivation and engagement. The effective integration of technology in Ain Temouchent's primary EFL classrooms is often disrupted by practical challenges such as unreliable internet connections, frequent power outages, and outdated equipment. Additionally, the lack of structured training and ongoing technical support limits teachers' confidence in using digital tools effectively. The conclusions drawn from this study offer practical suggestions and recommendations for overcoming these challenges and improving the integration of technology in primary schools’ EFL settings.