Degree of Modern Technologies in Teaching English in Primary Schools from the Point of View of Teachers in Misan Governorate

Background: In the era of rapid technological advancement, integrating modern technologies in education has become a global priority, particularly in language learning. Specific Background: Despite this progress, primary schools in Iraq, especially in Misan Governorate, face persistent challenges in adopting and utilizing educational technologies for English language instruction. Knowledge Gap: There is a lack of localized studies that assess the extent of technological integration and the barriers perceived by English teachers in elementary education. Aim: This study aims to evaluate the degree of availability and application of modern educational technologies in teaching English in primary schools from the perspective of teachers in Misan Governorate, and to identify the key obstacles they face. Method: The study employed a descriptive-analytical approach using a structured questionnaire administered to a stratified random sample of 250 English language teachers. Quantitative data were analyzed using statistical methods, including Pearson correlation and t-tests. Results: Findings indicate that while teachers are highly aware of and positively inclined toward using educational technologies, the actual availability of such tools in schools is limited. Key challenges include lack of resources, insufficient training, and inadequate administrative support. Novelty: This study offers rare empirical evidence from an underrepresented region, highlighting the gap between teachers’ readiness and systemic support. Implications: The results underscore the urgent need for policy reform, targeted investment in educational infrastructure, and continuous teacher training to enhance the effectiveness of English language teaching through technology in Iraq’s primary education system