The concept of Language Teacher Immunity (LTI) has emerged as a critical coping mechanism, enabling educators to navigate the professional challenges inherent in their roles. This qualitative case study explores how using technology impacts the immunity of ten in-service language teachers in private and public sectors. The study employed Activity Theory (AT) as a framework and collected data through narrative frames and semi-structured interviews. The data were analyzed with an eye on the four-stage model of LTI, including triggers, coupling strategies, realignment, and stabilization. Both groups identified insufficient infrastructure, inequitable assessment criteria, lack of technical support, administrative avarice, and inadequate TPACK as primary triggers. Coupling strategies differed. While public teachers relied on adaptation and external resources, private teachers used personal devices and pursued professional development. Self-reliant strategies proved most effective during realignment, while stabilization revealed differential identity transformations. some teachers developed autonomous professional identities while others experienced demotivation.
