Published Paper Details:

The integration of digital technology into English Language Teaching (ELT) has significantly transformed pedagogical practices in secondary education. Technology-assisted ELT offers opportunities to enhance learner engagement, language skill development, and instructional effectiveness. Teachers' attitudes play a crucial role in determining the success of technology integration in classrooms. The present study investigates secondary school English teachers' attitudes towards technology-assisted ELT, identifies factors influencing these attitudes, and examines challenges encountered during implementation. A quantitative descriptive survey design was employed, and data were collected from 123 secondary school English teachers drawn from Ajmer, Jaipur, Pilani, and Rewari using a structured Likert-scale questionnaire. Both descriptive and inferential statistics (t-test and ANOVA) were used for data analysis. The findings reveal that teachers generally hold positive attitudes towards technology-assisted ELT, particularly in relation to learner motivation, language skill development, and classroom interaction. Inferential analysis indicates that teachers' attitudes differ significantly based on teaching experience and location, but not gender. However, inadequate professional training, infrastructural limitations, time constraints, and lack of technical support continue to hinder effective integration. The study concludes that sustained professional development, region-specific institutional support, and context-sensitive policy interventions are essential for the meaningful and equitable integration of technology in secondary ELT classrooms.