Abstract:
This study is based on the analysis of the questioning results to assess how language teachers use digital technologies, their attitude towards these technologies, their related skills, their satisfaction and required improvement and the institutional support they receive. Participants of the study were school and university teachers. The results indicate that language teachers do not use various instructional models daily. The lack of training is an essential factor that prevents teachers from using specific technology-based methodologies. In contrast, the lack of infrastructure was not a decisive factor. The findings also showed that most participants recognise that digital technologies increase language learning effectiveness. Some resources are popular with both respondents, while others have been adopted by one group and are easily accessed in language learning.
