The University of Tehran Journal of Foreign Language Research 2588-4123 10 3 2020 10 22 The Comparison of Tabriz High School EFL Teachers' Attitudes toward Integrating Technology in The Classroom based on their Demographics The Comparison of Tabriz High School EFL Teachers' Attitudes toward Integrating Technology in The Classroom based on their Demographics 526 541 78586 10.22059/jflr.2019.285563.656 FA Nasrin Hadidi 0000-0002-0502-8964 Zohreh Seifoori Department of English, Faculty of Persian Literature and Foreign Languages, Tabriz Branch, Islamic Azad University, Tabriz , Iran Hasan Jahanban Isfahlan Department of English, Faculty of Persian Literature and Foreign Languages, Tabriz Branch, Islamic Azad University, Tabriz, Iran Journal Article 2019 07 16 Numerous factors play a role in technology integration by teachers, and teachers’ demographics are one of these factors. Hence, a research was conducted to compare Tabriz high school English teachers’ attitudes toward integrating technology in the classroom based on their demographics . 195 high school EFL teachers from Tabriz, Iran answered 30 Likert-type questions comprising the modified and adapted version of an already available questionnaire developed by Albirini(2006). The results showed that (a) female high school EFL teachers’ attitudes toward technology are significantly more positive than their male counterparts, (b) retirement-age high school EFL teachers’ attitudes toward technology are significantly more positive than their mature counterparts, (c) junior high school EFL teachers enjoy more positive attitudes toward technology in comparison to their senior colleagues, and (d) Iranian high school EFL teachers’ demographic characteristics (grade level taught, gender, teaching experience, and academic degree) explain virtually 26% of the variance / variation in their attitudes toward integrating technology into their classrooms. The implications are discussed in the paper. Numerous factors play a role in technology integration by teachers, and teachers’ demographics are one of these factors. Hence, a research was conducted to compare Tabriz high school English teachers’ attitudes toward integrating technology in the classroom based on their demographics . 195 high school EFL teachers from Tabriz, Iran answered 30 Likert-type questions comprising the modified and adapted version of an already available questionnaire developed by Albirini(2006). The results showed that (a) female high school EFL teachers’ attitudes toward technology are significantly more positive than their male counterparts, (b) retirement-age high school EFL teachers’ attitudes toward technology are significantly more positive than their mature counterparts, (c) junior high school EFL teachers enjoy more positive attitudes toward technology in comparison to their senior colleagues, and (d) Iranian high school EFL teachers’ demographic characteristics (grade level taught, gender, teaching experience, and academic degree) explain virtually 26% of the variance / variation in their attitudes toward integrating technology into their classrooms. The implications are discussed in the paper. https://jflr.ut.ac.ir/article_78586_2cf2db4930a96ca9637017b276a0ab1a.pdf