Balancing agency and automation to overcome digital divide in ESP writing instruction

In the digital age, technology access and application inequalities, conceptualized as the digital divide, present a continuing problem for English for Specific Purposes writing education. This qualitative research explores the experience of the digital divide among ESP teachers in terms of four levels of access to van Dijk and how they view technological determinism as a factor in defining pedagogical engagement with digital tools. The data were gathered through open-ended questionnaires and ana