Evaluating the Technological Proficiency of Iranian EFL Teachers in Alignment with TESOL Technology Standards

This study evaluates the technological proficiency of Iranian EFL teachers in alignment with the TESOL Technology Standards, addressing both their familiarity and application of these standards in the unique Iranian context. Utilizing a mixed-method approach, 122 teachers completed a questionnaire to assess their knowledge of the TESOL standards, while 15 participants engaged in semi-structured interviews to discuss the applicability of these standards in Iran. Results show that while most teachers are proficient in basic technology use, they demonstrate moderate familiarity with advanced pedagogical applications such as professional collaboration and assessment using technology. The study also identifies challenges unique to Iran, including internet censorship, restricted access to online platforms, and inadequate infrastructure. These factors limit the full implementation of TESOL standards. Moreover, the study suggests that TESOL standards should be updated to reflect the growing importance of online teaching and AI integration. Recommendations are made to modify the standards to better suit local constraints, while emphasizing the need for institutional support and ongoing professional development. The findings contribute to improving technology integration in language teaching, particularly in contexts facing technological barriers.

Evaluating the Technological Proficiency of Iranian EFL Teachers in Alignment with TESOL Technology Standards Keywords:

TESOL Technology Standards , Technological proficiency , EFL teachers , Technology Inegration