Digital Technology in University EFL Literature Classrooms: Instructors’ Perceptions
DOI:
https://doi.org/10.21271/zjhs.30.1.13Keywords:
Digital Technology, EFL Literature Classrooms, Instructors’ Perceptions, Literature InstructorsAbstract
The current study aims to investigate university instructors’ insights into how digital technologies in the EFL literature context in the Kurdistan Region of Iraq are being used. Implementing a mixed-method research approach, the study explores instructors' experiences, challenges, and evaluation of the effectiveness of educational technology. The results indicate that the combination of quantitative statistics and qualitative insights from respondents regarding digital technology, such as multimedia platforms and virtual learning environments, had a more considerable impact on interactive teaching, access to resources, and critical thinking compared to traditional teaching methods. Nonetheless, there have been several impediments to the effectiveness of these tools, including the limited inclusive support, lack of professional training, and technical difficulties. The findings underscore the necessity for highly focused professional development, strong infrastructure support, and institutional policies to facilitate the optimal use of digital tools in EFL literature instruction. By addressing these challenges, this research contributes to the growing discourse on digital pedagogy, offering actionable recommendations to improve the quality of literature teaching in higher education.
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Copyright (c) 2026 Hazha Salih Hassan, Rezhna Qasim Mohammed
This work is licensed under a Creative Commons Attribution 4.0 International License.
