Investigating Challenges of Technological Integration in the English Language Classrooms in Sindh, Pakistan

Abstract

This study investigates the challenges and solutions associated with incorporating technology into undergraduate English language classes at Mehran University of Engineering and Technology (MUET) and Shah Abdul Latif University (SALU) in Sindh, Pakistan. Through qualitative analysis of semi-structured interviews with 10 English language educators and quantitative data gathered from a survey of 200 undergraduate students, this research identifies critical barriers, including inadequate digital literacy among instructors, limited access to high-quality software, and infrastructural deficiencies. Findings underscore the necessity for targeted interventions such as comprehensive teacher training programs and curriculum revisions aligned with technological advancements. Strategies to foster positive attitudes towards technology adoption and optimize resource management are highlighted, emphasizing robust infrastructure and student-centered learning approaches. Recommendations include prioritizing technology infrastructure investment, continuous professional development for educators, and cultivating a supportive environment conducive to effective technology integration in English language education. By overcoming these issues and putting recommended strategies into practice, educators may improve student learning outcomes, encourage digital literacy, and get them ready for success in the digital age.

Keywords: Technology integration, Digital literacy, Undergraduate students, Challenges, Strategies, Educational technology, Teacher training, Student perceptions