ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— The integration of technology in education is increasingly essential for enhancing teaching and learning experiences. However, many pre-service teachers exhibit reluctance toward adopting technology-enhanced pedagogies. This qualitative study explores factors contributing to this reluctance among pre-service language teachers. Using a single case study design following Merriam’s (1998) framework, six pre-service language teachers demonstrating reluctance were interviewed one-to-one. Findings analyzed through the Theory of Planned Behavior reveal that reluctance stems from psychological and cognitive factors, including cognitive overload and overthinking tendencies, performance anxiety stemming from fear of technical failure, low technological self-efficacy, anxiety rooted in self-doubt, and cautious adaptation and safety behavior. Contextual and Environmental factors include limited and unreliable technological resources, digital divide and connectivity challenges, power interruptions and instructional uncertainty, and psychological, pedagogical, and environmental influences on technology use. Previous experiences manifest through experiential barriers, strategic coping and adjustment, psychological effects of tech failures, and technical familiarity and mastery issues. Participants recommended provision of reliable technology and resources, professional development and familiarity with technology, and affective readiness and confidence building. Findings underscore the need for holistic approaches strengthening psychological readiness, ensuring equitable technological access, and expanding mastery-based experiential learning. Keywords: Technology Reluctance, Pre-Service Language Teachers, Perceived Behavioral Control, Digital Divide, Theory of Planned Behavior