In recent times, the integration of technology into English for Specific Purposes (ESP) classrooms has gained significant traction, driven by the necessity to equip students with relevant technological skills for their future careers. Warschauer and Healey (1998) assert that educational technology, when applied to language learning, can act as a potent catalyst for pedagogical transformation. This suggests that integrating technology into language classrooms can enhance the overall teaching and learning experience. This study aims to explore teachers' perceptions regarding the integration of technology in ESP classrooms. The researcher employed a descriptive qualitative design, selecting two English Language Education Study Program (ELESP) teachers specializing in ESP subjects at the University of Lambung Mangkurat. The research employed interviews and questionnaires as data collection methods, and the findings were organized into four categories: (1) Performance expectation, (2) Effort expectation, (3) Social expectation, and (4) Facilitating conditions. Each category was described in detail, highlighting how technology enables teachers to foster creativity in their teaching approaches and expand their knowledge of useful apps for online and offline learning. It is crucial for teachers to view technology as a supplementary tool rather than a replacement for traditional teaching methods. Additionally, teachers should ensure that the technology they utilize aligns with the learning objectives and addresses the specific needs of their students.

Keywords: Integration of Technology, Teachers’ Perception, ESP