An investigation into the rationales for the use and non-use of technological tools by Thai EFL university teachers during and after the COVID-19 pandemic

This study explores how Thai university instructors adjusted their use of technology before and after the COVID-19 pandemic. It aims to examine the technological tools that instructors used during the pandemic, identify which tools remained in use as teaching returned to in-person and hybrid formats, and investigate the factors influencing their adoption, discontinuation, or continued use. Semi-structured interviews with eight instructors from various universities provided detailed insights into their decisions about adopting and discontinuing certain technologies. The findings indicated significant shifts in technology usage: tools like randomizer apps, essential during remote learning, were abandoned when face-to-face classes resumed. Conversely, tools like Zoom and PowerPoint remained widely used in both in-person and hybrid settings due to their versatility. The use of platforms such as Google Meet and Microsoft Teams decreased as virtual interactions declined. Tools that enhance teaching effectiveness, like Quillbot and ChatGPT, were adopted for their benefits in content delivery and student interaction. Design tools such as Canva saw increased usage for creating engaging visual content. Analysis using the technology acceptance model revealed that the perceived usefulness of tools, instructors’ attitudes towards technology, and institutional support significantly influenced these trends. The shift towards hybrid teaching models also supported the continued use of adaptable and effective tools. These results highlight the importance of understanding instructors’ preferences and challenges with technology to help educational institutions develop targeted support and professional development programs. Properly aligning technology integration with teaching needs can enhance educational quality and student engagement in a post-pandemic landscape.