Abstract
As language and technology are two major focuses of educational reform in Taiwanese higher education, Taiwanese teachers of English as a foreign language have to cope with the challenge of technological and pedagogical shifts occurring in the teaching profession. A basic interpretative qualitative study was employed to understand how and why teachers implemented the information and communications technology into their language instruction and to explore the issues and barriers that teachers encountered when trying to incorporate modern technology into their instructional practice. The findings imply that continuous professional development involving technology integration, specifically for language teachers, should be thoroughly planned. New policies regarding vision and goals of implementation should be made clear to teachers.

Key words: Information and communications technology; computer-assisted language learning; continuous professional development; Internet use

Formats
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