Saudi English Teachers’ Use of Technology in Secondary Classrooms: Perceptions, Barriers, and Suggestions for Improvement

Abstract

This study sought to quantify the perceptions of Saudi English teachers towards the use of technology in secondary classrooms. To achieve this goal, seventy-six English teachers in Al-Jouf district of the Kingdom of Saudi Arabia responded to a questionnaire, showing that the teachers held positive attitudes toward the use of technology in the classroom. However, the participants reported several critical barriers to widespread use. These included a) the lack of teacher training, b) the lack of infrastructure (labs and classrooms), and c) the lack of technology resources (computers). The survey results suggested the need for an explicit vision and strategy for technology use. Further, the teachers suggested that the creation of a standardized physical infrastructure in conjunction with financial incentives could help to improve adoption.