Abstract
The purpose of this research is to get teachers' opinions on the use of word development technology in English lessons for grade school students. In this study, the phenomenology design, one of the qualitative research models, was used. The study group for the research consists of 20 English teachers working in various schools for the hearing-impaired in Kazakhstan. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it has been determined that the majority of English teachers participating in the research support the use of technology in the education of hearing-impaired fifth- to sixth-grade students, and they sometimes use word development technology in the education of hearing-impaired fifth- to sixth-grade students. The majority of English teachers stated that they sometimes use word development technology in the education of hearing-impaired fifth- to sixth-grade students; that it has a positive effect on the participation of students with hearing impairments; that it makes it easier for students with hearing impairments to understand what they read; and that it facilitates the success of hearing-impaired students. Keywords: Vocabulary development technology, English education, teacher opinions;