EFL Teachers’ Perceptions toward the Role of Technology in Developing Students’ Linguistic and Cultural Skills: Success and Failure

Abstract

Abstract: The proliferation of Information and Communication Technologies (ICTs) and knowledge explosion ushered in new ways of Teaching English as a Foreign Language (TEFL). Particularly, Computer-Assisted Language Learning (CALL), Mobile-Assisted Language Learning (MALL), and many other technology-based approaches have gained momentum over the few past decades, and have become the centre of higher education since the boom of the COVID-19 pandemic. This article delves into teachers’ perceptions toward the impact of such teaching approaches on students’ skills development. Thus, the exploratory explanatory research is used to figure out the extent to which digitised EFL succeeded or failed in accounting for students’ receptive, productive, and cultural skills. In this regard, a survey questionnaire as a qualitative data collection tool is administered to EFL teachers at the Department of English of Batna-2 University. The findings evince significant results about the contribution of ICTs in improving all language skills (reading, writing, listening, and speaking) but the fifth one, being culture. Keywords: Culture, COVID-19, ICTs, language skills.