TECHNOLOGY-MEDIATED LANGUAGE TEACHING: A QUALITATIVE ANALYSIS OF PRACTICES, CHALLENGES, AND PEDAGOGICAL IMPLICATIONS IN EFL CONTEXTS

Abstract

The integration of digital technology in language education has given rise to a new paradigm known as technology-mediated language teaching (TMLT). This study aims to analyze how EFL teachers integrate technology into their instructional practices, identify factors that promote and hinder TMLT implementation, and explore the manifestation of teacher agency in technology-based pedagogical decisions. Employing a qualitative approach with a case study design, data were collected through in-depth interviews, classroom observations, and document analysis involving twelve EFL teachers at secondary and tertiary levels across three cities in Indonesia. Thematic analysis yielded four major themes: (1) teacher agency in technology adoption, (2) the reconfiguration of classroom interaction patterns, (3) institutional and infrastructural constraints, and (4) the tension between technological