EFL Teachers' Perceptions and Perspectives of using internet resources for the development of socio-cultural competence

Abstract

This article explores how EFL teachers in Kazakhstan perceive and use internet resources for socio-cultural competence development. Drawing on theoretical frameworks like TPACK and SAMR, it examines factors influencing teachers' attitudes and practices. Challenges, including limited access and digital literacy issues, are discussed, along with concerns about online content quality and privacy. By addressing these issues, the article aims to inform EFL education and improve internet resource integration for socio-cultural competence in diverse settings.