The purpose of this research was to explore the experiences of four Chinese university teachers of English as a Foreign Language (EFL) on the effectiveness of implementing computer-based technologies in their classes. Specifically, this case study sought to document the participants’ views on 1) the types of computer-based technology used in their classes; 2) the role of computer-based educational technology in teaching EFL pedagogy; 3) the potential benefits in using computer-based instructional technologies in EFL; 4) the challenges and/or barriers to the effective use of computer-based instructional technologies in EFL instruction. Using both within case and cross-case analyses, the findings reveal a complex interwoven set of perceptions and experiences computer-based technologies and English language teaching. Seven important themes emerged: 1) the school strongly encourages the use of auxiliary educational platforms; 2) the school supports teachers with many resources; 3) computer-based technologies have impacted student learning; 4) computer-based technologies have impacted the way teachers instruct; 5) computer-based technology enhance teaching effectiveness and efficiency; 6) technical difficulties associated with computer-based technologies are challenging; and 7) the COVID-19 pandemic forced more rapid adoption of computer-based technologies. This research is especially significant as it includes a unique set of educators in a unique educational setting, implementing emerging educational technologies
