Perspectives of Saudi EFL Learners and Teachers on Technology's Impact on Language Teaching, Curriculum, and Teacher Development

Abstract

The present study investigated Saudi EFL learners' and teachers' perspectives on the impact of technology on language teaching, teacher development, and language curriculum. The sample of the study consisted of 60 students who have been studying English Language, Information Technology (IT), and Biology at the university college of Taymaa as well as 40 EFL teachers (males and females) and who have been teaching English at Taymaa Educational Office. To achieve the purpose of the study, two structured questionnaires were prepared for the students and teachers. Each one consisted of 15 items. The data that was obtained from the participants were analyzed using different statistical analyses. The findings of the study pointed out that all participants, either learners or teachers, have a positive point of view towards the impact of technology on language teaching, teacher development, and language curriculum. Furthermore, the students had a similar agreement rank about the importance of technology in language teaching. In addition, the results showed that there were no significant differences between the learners' perspectives towards the impact of technology on their language teaching that could be attributed to specialization. Besides the results pointed out that there were no significant differences between the teachers' perspectives towards the impact of technology on their development and language curriculum that could be attributed to gender.