This study investigates Saudi K-12 English teachers' perceptions of using technology in EFL classrooms, focusing on its advantages, challenges, and selection criteria for technological tools. Conducted among 35 teachers in Saudi Arabia's Asir Region, the study employed a mixed-methods approach, collecting data through questionnaires and interviews. Results reveal that while teachers generally have positive attitudes towards technology in education, seeing it as a means to boost student engagement and access to resources, actual implementation faces obstacles, including limited access to ICT tools, inadequate internet connectivity, and insufficient teacher training.
Teachers report that they base their choice of ICT tools primarily on lesson objectives, curriculum policies, and their familiarity with available technology. Despite the challenges, most educators express optimism about technology’s potential to transform EFL instruction, especially if support for training and resources improves. The study emphasizes the need for policies that address resource availability and training programs, suggesting that these enhancements could empower teachers to integrate technology more effectively, ultimately benefiting Saudi EFL students.