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Computers started to get their positions in education in the 1960s and have gained better functions with the power of the Internet nowadays (Gündüz, 2005). The advancements in computers have expanded their available potential to new heights. Therefore, benefiting from these advancements in English language teaching (ELT) is inevitable. Reasons like alterative and various practices, providing group or pair work options on projects, different learning methods, enabling individualization in larger groups, entertainment, exploratory classes, and factual skill development for daily situations can benefit from computer integration in language education (Barani, 2014). However, the process is challenging as it needs digitally literate participants in the environment (Son et al., 2017). Especially, teachers playing a key role in the process have to be examined in detail due to several reasons. First, the level of teachers' knowledge of computer software plays a crucial role in the process (Albirini, 2006; Asan, 2003; Aydin, 2013; Tezci, 2009). Not having the necessary knowledge is undoubtedly the most crucial reason for unwillingness or resistance to integrating computer technology in class. For example, Smeets et al. (1999) point out that teachers in secondary schools asserted their uncertainty and unfamiliarity with ICT as the main reason for not using ICT in class. Thus, teachers are expected to establish the connection between technology and learning and need additional training on technology use. Second, teachers' attitudes toward the use of computers could be a determinant of the pace and the success of the integration process (Albirini, 2006; Aydin, 2013; Cahyani & Cahyono, 2012). Even if technology in class makes learning more exciting, the teacher's side needs to be ready for this implementation (Cahyani & Cahyono, 2012). Teachers may not handle sudden and drastic changes in their teaching styles, and that may cause a negative attitude towards the computer integration process in time. Another point is that technology integration in class necessitates a shift from traditional methods to a more constructivist way of teaching. That means the safe zone of traditional teacher-centered teaching has to be thrown out. That kind of flexibility and uncertainty might also scare the teachers and breed negativity in their beliefs in the integration process. Third, the results of the studies on personal computer habits show that daily use of computers may also affect in-class use (Aydin, 2013; Tour, 2015). The kind of technology used in class is affected by the teachers' personal computer use at home (Tour, 2015). The variety and the effectiveness of technology as a learning tool in class are limited to the range of teachers' ICT use in their daily lives. Not being a routine computer user and illiterate the basic computer functions could give rise to teachers not preferring new technologies in their learning and teaching environment (Asan, 2003). Fourth, the literature illustrates the significance of teachers' computer self-efficacy level on the integration process and its effects on different factors (Aydin, 2013; Ertmer & Ottenbreit-Leftwich, 2010; Paraskeva et al., 2008). Ertmer and OttenbreitLeftwich (2010) suggest that feeling confident could be even more significant than other factors. All other factors like the desire to learn new technologies, growing a positive attitude towards them, or inspiring others to pursue their path, are somehow linked to computer self-efficacy. The stronger the teacher's sense of self-efficacy is, the wider the extent of computer use in everyday instructional practice by positively changing teachers' and students' roles (Paraskeva et al., 2008). For Basaran (2013), the lack of competency and confidence is also a major problem among Turkish ELT teachers. Last, the teachers' school environment could be an important outside factor facilitating the process (Aydin, 2013; Bingimlas, 2009; Pelgrum, 2001). Pelgrum (2001) reveals that material obstacles like the insufficient number of computers, insufficient peripherals, and not enough copies of software are placed in top positions as the critical barriers in the integration process. In his study, Capan (2012) also points out that teachers could promote ICT use in the Turkish ELT context if the necessary infrastructure is provided. Furthermore, problems sourced from colleagues' attitudes and support also have an impact on the level of ICT use. The reluctance, negative attitudes, and feedback of the colleagues on the ICT use may negatively influence other teachers. Kreijns et al. (2013) assert that different people or working settings may determine how and what kind of this effect on attitudes.