The use
of English as a medium of instruction has become prevalent worldwide. The
current world has witnessed the proliferation of technology in various fields,
including education. This systematic literature review explored English
language teachers’ perceptions of using digital tools in teaching and learning,
as well as the challenges they face in this context. Following the PRISMA
framework, 24 out of 476 articles were screened from Scopus and Web of Science (WoS). The review discovered that
the English language teachers, in general, displayed positive
perceptions regarding the use of digital tools in teaching. Computer readiness,
beliefs about technology, training and support, prior experience, attitudes
towards innovation as well as the perceived benefits and challenges shape
teachers’ overall perception. On the other hand, past studies on the challenges
identified encompass a lack of training and knowledge, technical issues and
limited access, institutional support and policies, time constraints and
preparation, student readiness and engagement, digital competence and
pedagogical skills, resource and guideline limitations and external
interference. In view of the transformative role that technology plays in
language learning outcomes, the effectiveness of varied digital tools in honing
specific language skills or content is regarded as an area worth exploring,
along with comparative studies on perceptions towards integrating digital tools
among different groups of students and teachers. It is hoped that the findings
of this study could provide valuable insights into the use of digital tools and
their impact in the context of English teaching and learning, benefiting
teachers and education stakeholders alike.
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