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Abstract
The global use of English as a medium of instruction has increased, coinciding with the widespread integration of technology in education. This systematic literature review examined English language teachers’ perceptions of using digital tools and the challenges they face. Out of 476 articles from Scopus and Web of Science, 24 were selected using the PRISMA framework. The findings showed that teachers generally have a positive outlook on using digital tools, influenced by factors such as technology readiness, beliefs, training, experience, and perceived benefits. Challenges identified include insufficient training, technical issues, limited support, time constraints, and lack of digital competence. The review suggests further research on the effectiveness of digital tools for specific language skills and comparative studies on perceptions across various teacher and student groups. The insights gained may guide educators and stakeholders in optimizing digital tool use in English teaching.