Integration of ICT Tools in Elementary EFL Education: A Mixed Methods Study of Teacher Perspectives and Implementation Challenges in Saudi Arabia

Authors

  • Omer Elsheikh Hago Elmahdi

    Department of Languages & Translation, Taibah University, Madinah 42353, Saudi Arabia
  • Waleed Abd Elwahab Osman

    Department of Languages & Translation, Northern Border University, Arar 73213, Saudi Arabia
  • Yusuf Mohamed Elamin

    Department of Languages & Translation, Northern Border University, Arar 73213, Saudi Arabia
  • Yasir M. Elyasa

    Department of Languages & Translation, Northern Border University, Arar 73213, Saudi Arabia
  • Osama Mudawe Nurain Mudawe

    Department of Foreign Languages, College of Arts and Humanities, Jazan University, Jazan 45142, Saudi Arabia
  • Inass Ahmed Alteib

    Department of Languages & Translation, Northern Border University, Arar 73213, Saudi Arabia
  • Syeda Sumaira Khurram

    Department of Languages & Translation, Northern Border University, Arar 73213, Saudi Arabia
  • Aisha Fadl Almola Mohammed

    Department of Languages & Translation, Northern Border University, Arar 73213, Saudi Arabia
  • Gasim Abdulwahhab Mahjoub

    Department of Languages & Translation, Northern Border University, Arar 73213, Saudi Arabia
  • Fatma Ramadan Ragab Ali

    Department of Languages & Translation, Northern Border University, Arar 73213, Saudi Arabia
  • Hajer Mohamed Musa Ahmed

    Department of Languages & Translation, Northern Border University, Arar 73213, Saudi Arabia

DOI:

https://doi.org/10.30564/fls.v7i3.8508
Received: 21 January 2025 | Revised: 18 February 2025 | Accepted: 27 February 2025 | Published Online: 14 March 2025

Abstract

Technology has remarkably and drastically altered language teaching and learning contexts. To probe into the potential benefits of technology in language settings, the study investigates the effectiveness of Information and Communication Technology (ICT) tools in enhancing English language proficiency among elementary students aged 5–7 and 9–10 in Saudi Arabia’s Qassim region through English language teachers’ perspectives. The study has adopted a mixed-methods approach, where a questionnaire is administrated among 38 EFL teachers to identify their discernment towards the effectiveness of ICT tools in language teaching and learning, developing students’ language skills, evaluating their impact on core language skills, and exploring implementation challenges. The statistical processing of data generated from the questionnaire has divulged significant findings, revealing strong teacher endorsement of ICT’s positive impact on learning outcomes, with 72.9% reporting improved student performance in core language skills. However, significant barriers persist, including training needs (67.6%), resource constraints (56.8%), and curricular restrictions (54%). The study documented high success rates in implementing best practices such as blended lesson planning (81.1%) and gradual ICT integration (78.5%). Teacher demographics revealed an experienced workforce (69.5% with 16+ years of experience) requiring targeted technological training. The research contributes unique insights into ICT integration in elementary EFL education through its comprehensive analysis of experienced teacher perspectives, hierarchical assessment of implementation challenges, and development of evidence-based frameworks for resource allocation and professional development. These findings provide valuable guidance for educational institutions seeking to enhance technology integration in elementary EFL instruction while highlighting areas requiring systematic support and resource allocation.

Keywords:

ICT Integration; EFL Instruction; Elementary Education; Saudi Arabia; Teacher Perspectives; Blended Learning

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How to Cite

Elmahdi, O. E. H., Osman, W. A. E., Elamin, Y. M., Elyasa, Y. M., Mudawe, O. M. N., Alteib, I. A., Khurram, S. S., Mohammed, A. F. A., Mahjoub, G. A., Ali, F. R. R., & Ahmed, H. M. M. (2025). Integration of ICT Tools in Elementary EFL Education: A Mixed Methods Study of Teacher Perspectives and Implementation Challenges in Saudi Arabia. Forum for Linguistic Studies, 7(3), 697–713. https://doi.org/10.30564/fls.v7i3.8508

Issue

Vol. 7 , Iss. 3 (March 2025)

Article Type

Article

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Copyright © 2025 Omer Elsheikh Hago Elmahdi, Waleed Abd Elwahab Osman, Yusuf Mohamed Elamin, Yasir M. Elyasa, Osama Mudawe Nurain Mudawe, Inass Ahmed Alteib, Syeda Sumaira Khurram, Aisha Fadl Almola Mohammed, Gasim Abdulwahhab Mahjoub, Fatma Ramadan Ragab Ali, Hajer Mohamed Musa Ahmed

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.