language teaching, and the nature of technology itself (the hardware and the software). Very few studies have examined the relationship between ICT integration within EFL teaching and learning contexts and factors related to the characteristics of teachers, such as teachers' age, experience, and gender. In addition, most of these studies were conducted in countries where technology was in its high position. The situation may be different if studies are conducted in developing countries or where technology use is still in its primitive stages. The teachers in these situations face different difficulties that may impede the use of ICT in teaching and learning a language. Their fresh use of ICT may affect the ways technology is integrated in language teaching. Therefore, the present study explores teacher-related factors that may affect the integration of ICT in teaching English as a foreign language. The study aims at addressing the following questions: 1. Do young teachers and old teachers differ in their uses of ICT in their instruction? 2. Do novice teachers and expert teachers differ in their uses of ICT in their instruction? 3. Do male teachers and female teachers differ in their uses of ICT in their instruction?