Abstract

In the field of education, technology is currently considered a new trend. This study aims to examine the factors that affect the integration of new technologies in EFL classrooms. Factors considered include teacher’s age, teacher’s level of technological proficiency, and teacher’s perception of technology. To achieve this, the study involved a questionnaire consisting of 21 items and a total of 38 Saudi EFL teachers participated in it.
The results indicate that there is no significant relationship between teacher age and technology integration. However, both teachers’ level of proficiency in technology and teacher’s perception of technology were significantly related to technology integration in Saudi EFL classrooms.
It is recommended to provide teachers with professional development and support in technology integration and to supply classrooms with resources such as computers and smart boards. 

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