PEDAGOGICAL AND INSTITUTIONAL READINESS FOR TECHNOLOGY INTEGRATION IN ONLINE EFL TEACHING: A QUALITATIVE STUDY AT TURKISH STATE UNIVERSITIES

Abstract

The transformation of educational environments by digital technologies has made technology integration in online foreign language teaching a critical area of research. However, existing studies mostly focus on technical competence or attitude variables; research that addresses pedagogical and institutional readiness together remains limited. This study aims to examine the integration of technology in online foreign language teaching by EFL instructors within the framework of pedagogical and institutional readiness. The research was conducted using a qualitative case study design; data were collected from 42 instructors at state universities in Turkiye through open-ended forms and four focus group interviews and analyzed using thematic analysis. The findings indicate that technology integration is a multidimensional process shaped by the interaction of perceived competence, professional development needs, institutional infrastructure, support mechanisms, and psychological factors, rather than technical skills alone. The findings indicate that technology integration is shaped not only by individual competencies but also by the interaction between institutional conditions and individual perceptions. In particular, the sustainability of the institutional infrastructure and the presence of managerial support mechanisms emerge as key factors determining the continuity of technology use. Furthermore, instructors’ perceptions of self-efficacy and their motivation levels are directly influenced by these organizational conditions, thereby shaping their decisions regarding technology integration. Accordingly, the results reveal that effective technology integration in online foreign language instruction requires holistic strategies that go beyond individual skill-development approaches to strengthen institutional capacity and support pedagogical alignment.