Effect of Technology while Teaching National Geographic Learning (NGL) Life Series Books: Perceptions of Teachers and Students

This mixed–methods study explores the perceived effectiveness of National Geographic Learning (NGL) Life Series digital tools in English as a Foreign Language (EFL) instruction drawing on both student and teacher perspectives. Data were collected over a four–month period (January–April 2025) using structured questionnaires from 100 students and semi–structured interviews with six EFL instructors. Quantitative findings reveal that 88% of students reported enhanced classroom engagement, while 83% of teachers observed improved participation, both attributing these outcomes to the tools' interactive and gamified features. However, internet connectivity issues reported by 42% of respondents and by 29% as insufficient device access hindered seamless integration. In addition, 50% of teachers identified concerns regarding the cultural alignment with pedagogical relevance. The findings underscore the necessity of developing robust digital infrastructure and providing sustained professional development for educators to optimize the pedagogical utility of such tools for both engagement and effectiveness.