Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya p-ISSN: 2086-6100 Vol. 11 No. 1, January-June 2021, Page.17-32 http://jurnal.unimus.ac.id/index.php/lensa e-ISSN: 2503-328X Technological Use in EFL Instruction:... Ulfatul Ma’rifah, Nurul Masrifah, Yudhi Arifani DOI: https://doi.org/10.26714/lensa.11.1.2021.17-32 17 Technological Use in EFL Instruction: Investigating Teachers’ Pedagogical Beliefs and Students’ Learning Engagement Ulfatul Ma’rifah, Nurul Masrifah, Yudhi Arifani English Education Department, Universitas Muhammadiyah Gresik, Jl. Sumatra 101 (GKB), Kebomas, Gresik, East Java, Indonesia, 61121 ulfamarifah@umg.ac.id Article History: Submitted on 14 th January 2021; Accepted on 12 th April 2021; Published on 30 th June 2021 ABSTRACT This exploration expected to discover the impact of EFL instructors' educational convictions on utilizing innovation on EFL understudies' learning commitment in the study hall and discover which academic conviction measurement most impacts EFL understudies' learning commitment in the homeroom. This is quantitative exploration with a review technique. Information were gathered from two online polls. Information examination strategies in this exploration utilized graphic insights and Structural Equation Modeling (SEM). In this exploration, respondents were 125 EFL instructors and 125 EFL understudies in a few auxiliary schools in the second semester of the 2019/2020 scholastic year in Gresik, East Java, Indonesia. This examination found that EFL educators' academic convictions as to utilizing innovation affect EFL understudies' learning commitment in the study hall (t-esteem is 10.840 > 1.96) and the educational conviction measurement most impacts EFL understudies' learning commitment in the homeroom is "Instructors' Practices with Regard to Using Technology" (t-esteem is 9.953 > 1.96) Keywords: teachers’ pedagogical beliefs, technology, students’ learning engagement INTRODUCTION Technological advancements have an impact on every aspect of life, including in education. Technology can be used as a learning medium (Carle et al., 2009; Cutrim, 2008; Mann, 2008; Liu, 2011), and the use of technology in education is rising (e.g., Berrett et al., 2012; Inan & Lowther, 2010; Tondeur et al., 2016). Unfortunately, not all EFL teachers take advantage of technological advancements to support learning English in the classroom