The Role of Technology in EFL in Conflict-Affected Zones: A Case Study of Yemen

This study investigated the challenges faced by Yemeni EFL teachers in delivering online education during the conflict. It aimed to assess the effectiveness of technological tools and platforms used, identify factors influencing technology adoption, explore teacher perceptions and experiences, and provide recommendations for optimizing technology in EFL instruction in conflict settings. A quantitative survey gathered data from 70 Yemeni EFL teachers across institutions, age groups, and experience levels. The survey captured challenges, opportunities, and perspectives regarding technology integration in EFL education. Descriptive statistics highlighted key trends and patterns in the obstacles and potential associated with digital pedagogy. Findings revealed significant barriers to remote teaching, including unreliable internet access and infrastructure issues. While commonly used platforms showed mixed success, teachers demonstrated adaptability through self-directed learning. Attitudes towards technology adoption were largely positive but underscored the need for improved support systems. While digital tools hold promise, effective use in Yemen's EFL classrooms remains constrained by infrastructural and socio-economic limitations. Targeted interventions including international collaboration, dedicated funding streams, and sustainable professional development are vital to enhancing educational quality amid conflict.