Opportunity and Challenges in Integrating Technology in English Grammar Instruction

Abstract

This article offers an understanding of technology integration in teaching English grammar in educational settings where English is taught as a foreign language in the Kurdistan Region of Iraq KRI. Traditional Grammar instruction requires students to memorise rules and practice repetitive drills. This approach makes students unable to use grammatical rules in real-life scenarios. Nevertheless, some new digital technologies are taking a different route and introducing more interactive, engaging, and flexible approaches. The purpose of this study is to examine the usability of these technologies, identify the challenges faced by teachers and students, and recommend feasible solutions to enhance the use of technology in teaching grammar. The study population consists of 25 university instructors from various private and public institutions in KRI. Using semi-structured interviews, the researcher collected statistical data and personal perspectives on the use of technology in grammar instruction. The interviews were recorded, transcribed, and thematically analysed. Qualitative coding frameworks were used to extract meaningful patterns and insights. Responses were coded and classified using Excel to identify key themes related to the impact, obstacles, and instructional adaptations associated with technology. However, the research revealed a nuanced implication: teachers are eager but under-supported, students are motivated but unevenly resourced, and institutions are ambitious but inconsistently equipped.