The present qualitative research aimed to investigate the perceptions of foreign language

teachers regarding the integration of technology into their teaching practices. This research

was purely qualitative and conducted at a school in Al Jumail city, Libya, involving ten

teachers who were interviewed in a semi-structured way. The findings obtained revealed that

the incorporation of technological tools in English classrooms can enhance students’

engagement during lessons and facilitate improved learning outcomes and individualization.

However, the results showed that the integration of these tools is often perceived as timeconsuming

and disruptive to the order of teaching and learning, and also demonstrated that

teachers’ confidence in utilizing technological tools is closely linked to their level of

technological literacy. The implications of the findings can be considered as suggestions for

the local school and English teacher education programs for future reference, therefore, the

integration of theory and practice in second language learning can be effectively achieved

through the use of modern technology.