<![CDATA[This study explores the main characteristics of technology in English language instruction and examines how these characteristics influence the pursuit of EFL teachers’ excellence in technology-enhanced teaching. The study is grounded in the growing integration of digital tools into language classrooms and the increasing expectation that EFL teachers not only use technology, but also align it with pedagogical goals, learner needs, and ethical responsibilities. Employing a qualitative research design, the study involved 9 EFL teachers who had applied mobile learning experiences in their English teaching. Data were collected through semi-structured interviews and classroom observations, then analyzed using an interactive qualitative model consisting of data condensation, data display, and conclusion drawing or verification. The findings reveal that the main characteristics of technology in EFL instruction are manifested through accessibility, interactivity, multimodality, flexibility and personalization, authenticity, and efficiency in assessment and feedback. These characteristics were not found to function as isolated technical features, but as pedagogical dimensions mediated by teachers’ professional judgment and classroom decision-making. The study also shows that these characteristics influence teacher excellence by strengthening pedagogical alignment, digital-pedagogical competence, ethical professionalism, and the transformation of teacher roles from content transmitters into designers, facilitators, curators, and mentors. The study concludes that excellence in technology-enhanced EFL teaching is not determined by technological sophistication alone, but by the teacher’s ability to integrate technology critically, contextually, and humanely. The findings imply that professional development in EFL education should emphasize reflective, ethical, and pedagogically grounded uses of technology to support meaningful language learning in contemporary classrooms.]]>
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