Abstract

This research aims to expose and compare the perceptions that in-service teachers in Chile and Colombia have about disruptive technologies in the teaching of English as a foreign language. The research was developed under the qualitative approach, with an exploratory nature, gathering information through documentary review, individual semi-structured interviews and a focus group. The results show that the lack of specialized, contextualized, equipment and monitoring techno-pedagogical training prevents English teachers from adapting and developing innovative and articulated teaching-learning strategies and activities in an environment mediated by technology. This constitutes an area of opportunity that leads to rethinking and reformulating educational policies and training programs related to English teaching as a foreign language.

Keywords:
English; English instruction; technology education; English teacher education; Covid-19