Digital Tools and AI in EFL Reading Instruction: Perceptions and Practices of Uzbek Teachers

Digital tools are like double-edged knives when incorporated into language teaching and learning. They also disseminate challenges, creating a gap between conservative teaching methods and high-tech integration. This qualitative research explores the integration of TechnologyEnhanced Learning (TEL) into EFL reading teaching, focusing on teachers’ perspectives and practices in technological implementation, considering ethical constraints and limited access to technological resources.
This study aims to explore EFL teachers’ stories and practices on TEL in their reading instruction. The research objectives are (1) to explore EFL teachers’ experiences and perceptions of teaching reading practices with TEL, (2) to determine foundational challenges and enablers in TEF application, and (3) to offer reading comprehension strategies tailored to teach with technology integration.
The study was qualitative, collecting primary data through an online questionnaire targeting 89 EFL and ESP teachers from HEIs throughout Uzbekistan, which contains 15 questions to discover the participants’ beliefs and barriers in teaching reading, interactivity, and technology integration in fostering engagement and comprehension. Semi-structured interviews followed this up with 17 volunteer teachers to examine their known teaching reading strategies and TEL practices. The results showed that the reading methods they have been using might not suffice for in-depth comprehension and engagement.
In conclusion, the potential of technology to boost interactive teaching and learning are recognized; however, insufficient knowledge of digital resources, financial support, and lack of training in lesson planning are noted to be limitations. The research emphasizes the need for professional development and continuous support of school administrations of teacher participants. Future studies can consider research students as subjects through structured interviews, surveys, and classroom observations for more detailed topic analysis. The study will particularly benefit EFL and ESP teachers at all education levels.