Technology Integration in English Reading Instruction in Al Ain Middle Schools: A Mixed Methods Study

This study investigates the integration of digital tools in teaching English reading skills to Grade 6 students in a public middle school in Al Ain, United Arab Emirates. A sequential exploratory mixed methods design was adopted, beginning with semi structured interviews with 15 ESL teachers, followed by a Likert scale survey completed by 50 teachers. Thematic analysis and statistical correlation techniques were used to examine patterns of digital tool use, perceived effectiveness, integration barriers, and training support. Results indicate moderate to high levels of digital tool integration and positive perceptions of effectiveness. However, technical limitations, unequal access, and inconsistent professional development remain obstacles. Regression analysis demonstrates that training support is the strongest predictor of perceived effectiveness. The findings highlight the importance of sustained infrastructure investment and structured professional development for improving digital integration in English reading instruction.