| Summary: | Technological innovation creates new opportunities for teachers to
practice new methods of language teaching. Innovative teachers try to
find new way for language teaching to improve their quality of teaching.
Having sufficient information from teachers’ technological innovation
level is an effective predictor of language learners’ achievements.
Therefore, current research sought to assess Iranian English language
teachers’ level of technological innovation. The main data were
collected from 375 EFL teachers compromising 125 university teachers,
125 high school teachers, and 125 institute teachers through a
predesigned and validated questionnaire and interview. The results from
the MANOVA indicated no significant differences among the high
school, language institute, and university EFL teachers’ overall means
of technological innovation. Findings also revealed that most of the
teachers are almost at the same level and have some information about
technological innovations and try to apply them in their process of
teaching in the classroom. The findings could provide implications for
EFL materials developers, policymakers, teachers, and syllabus
designers.
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