DOI: https://doi.org/10.36347/sjahss.2026.v14i11.001

Pages: 394-400

This study tries to find out the difficulties faced by English language teachers in the execution of technology in English subject-based classrooms. The study used survey research with a sample of 100 teachers. Out of these, 60% believe technology improves English language learning and 70% consider technology-based teaching more fruitful than chalk-and-talk methods. However, the real use of tech-based learning in classrooms remains restricted. Insufficient amenities, lack of technical support and training, financial constraints, and limited administrative support are among the main barriers. Abundant teaching-learning resources and continuous professional development are needed, as the study shows. The findings show that positive teacher attitudes alone are not enough for effective technology integration. Proper infrastructure, institutional assistance, technical assistance, and professional development are also necessary. Overall, the study provides necessary insights for improving technology-enabled English teaching and building more effective, learner-centred classrooms.