The cause for this study was observation of EFL teachers complaints on the impact ofrnplasma technology for instructional purposes in Ethiopian government owned secondaryrnschools. The overall aim of the study was, firstly to describe the current and emergingrnEFL teachers roles in classrooms using technology and make an enquiry in to the extentrnto which knowledge is enhanced by these roles, and secondly, examine the overallrnperceptions of EFL teachers about the use of the plasma technology.rnIn order to attain these research objectives, both qualitative and quantitative datarncollecting methods were employed, namely: observation, conversation, documentrnanalysis and questionnaires.rnThe research was mainly conducted in four secondary schools and involved twenty fivernEnglish teachers, and the Directors of the four schools.rnThe study for EFL teachers in classrooms using plasma identified three major roles,rnnamely: designing the learning environment, managing people and resources andrnmediating student learning. A fourth role improving practice, captures the work placernlearning that is recognized but not implemented by all teachers in this study. The findingsrnshowed that teachers were not able to perform all roles effectively due to factors such asrnlack of sufficient time, lack of conducive working environment, teachers lack ofrncompetence in the language itself. A fundamental finding is that in improving theirrnpractice, teachers are attempting to cover all the three roles, and constantly felt that timernwas against them. Moreover, cultural reluctance to criticize others is said to be anotherrnchallenge. The study has also indicated EFL teachers roles that developed and thoserndeclined or disappeared due to plasma.rnThe conclusion is that that in improving their practice and accomplishing their roles,rnteachers are moving toward a decoupling of the three roles so that different people couldrndesign learning environments, manage people and resources, or mediate learning. Furtherrnresearch would test the generalizability to other subjects.