Elementary English Teachers' Perceptions of Technology-Enhanced Language Teaching: A Qualitative Inquiry toward Developing a Contextualized Teaching Model

Technology-enhanced language teaching offers opportunities to improve learner engagement and language development; however, its effectiveness depends on how teachers align technology with pedagogical goals and classroom realities. This study explored elementary English teachers’ perceptions and experiences of technology-enhanced language teaching and developed a contextualized teaching model grounded in their instructional practices. Using a qualitative interpretive descriptive design, data were gathered through semi-structured interviews with elementary English teachers and analyzed using reflexive thematic analysis. Five interconnected themes emerged: technology promotes interactive and meaningful language learning; facilitates multimodal language development; is shaped by contextual realities; requires teacher adaptability; and is most effective when purposeful, contextualized, and teacher mediated. These findings informed the development of the TEELT-CARE Model, a cyclical and context-responsive framework comprising learner and context analysis, English language learning outcomes, purposeful technology selection, multimodal and active language practice, teacher mediation and adaptive implementation, and assessment and reflective improvement. The study concludes that effective technology-enhanced English language teaching should be learner-centered, pedagogy-driven, context-responsive, flexible, and teacher-mediated rather than technology-driven. The TEELT-CARE Model provides a practice-oriented framework that may guide teachers and schools in integrating technology meaningfully while remaining responsive to learner diversity, available resources, and local classroom conditions.

technology-enhanced language teaching, elementary English teachers, technology integration, interpretive description, TEELT-CARE Model, contextualized teaching model

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