Informed by the Technology Acceptance Model, this study explored Korean English teachers’ educational technology (EdTech) use and perceptions, focusing on group differences and predictors associated with teacher characteristics. Data were collected from 550 English teachers across elementary, middle, and high schools in Gyeonggi-do, Korea. Results showed a moderate-to-high level of EdTech use overall, although a proportion of teachers reported never using EdTech, revealing uneven implementation across English classrooms. Teachers preferred general-purpose tools over skills-specific tools and held positive perceptions of EdTech, particularly regarding instructional effectiveness and student interest. Group differences were significant across teacher characteristics, with more positive perceptions associated with secondary-level teaching, shorter teaching experience, EdTech training, and higher technology proficiency. Multiple regression analysis showed that these predictors collectively explained approximately 42% of the variance in perceptions (R² = .422, F = 56.43, p < .001), with technology proficiency emerging as the strongest predictor. Based on these findings, this study suggests implications for effective EdTech integration into English education.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Conceptual Framework
    2.2. Previous Studies of Teachers’ EdTech Use and Perceptions ofEdTech-utilized English Education
3. METHODOLOGY
    3.1. Participants
    3.2. Data Collection
    3.3. Questionnaire
    3.4. Data Analysis
4. FINDINGS
    4.1. Current Levels of EdTech Use
    4.2. Perceptions of EdTech Use
    4.3. Group Differences in Perceptions
    4.4. Predictors of Teachers’ Perceptions of EdTech Use
5. CONCLUSION
REFERENCES
APPENDIX A

• Myonghee Kim(Professor, School of English Language and Literature, Sookmyung Women’s University, 100, 47-gil, Chongpa-ro, Yongsan-gu, Seoul, Korea)