Abstract
This research paper explores the effectiveness of integrating technology, specifically computer-assisted language learning (CALL) and mobile applications, in the English language classroom. The study adopts a qualitative approach using thematic analysis to explore the experiences, perceptions, and attitudes of English language teachers and students towards the integration of technology. Data collection methods include interviews, observations, and document analysis. The findings of this study shed light on the benefits, challenges, and implications of incorporating technology in English language teaching, ultimately providing insights for educators and policymakers.
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