Do we know our language learners?: Investigating students’ and teachers’ technology ownership, access, literacy, and interest in online education

Abstract

This mixed methods study investigates issues related to students’ and teachers’ technology ownership, access, literacy, and preferences for engaging in online second language (L2) learning. In the study, teachers ( N = 20) and L2 learners ( N = 283) of various languages at a large US university completed a survey. Three topics were examined, including: (1) students’ and teachers’ ownership of and access to different technologies; (2) students’ self-reported literacy with 21 computer-based tasks, which were compared to teachers’ beliefs about students’ literacy; and (3) students’ and teachers’ preferences for in-person, hybrid, or online learning, which were compared to teachers’ beliefs about students’ preferences. The findings show similar technology ownership patterns among the groups, but some students struggled with gaining access to certain tools/devices. Teachers also occasionally overrated and underrated students’ literacy with various tasks. Finally, students and instructors shared a strong preference for in-person instruction, yet some teachers had misconceptions about students’ interest in hybrid courses.