“…Traditionally, scholars were interested in students' perceptions of the FB types they receive in writing classes (e.g., Cohen & Cavalcanti, 1990;Hedgcock & Lefkowitz, 1996;Leki, 1991;Lizzio & Wilson, 2008;Peterson & Irving, 2008). More recently, several studies have explored learners' perceptions of learning contexts in general (e.g., Chien et al, 2020;Fu et al, 2019;Sletten, 2017;Wei & Chou, 2020), In this respect, several scholars have argued that technology can have a positive impact on language teaching and learning (e.g., Cheung & Slavin, 2012;Li, 2006Li, , 2021Zaini & Mazdayasna, 2015), and that its integration can allow for introducing more innovative methods to language teaching and learning and create an active learning environment, thus deepening the engagement of learners in the learning process (e.g., AlSaied & Akhtar, 2021;Chang & Windeatt, 2021;Walker & Patel, 2018). Further, the extant literature has found that positive perceptions of technology are necessary for future use in instructional settings and for achieving intended learning outcomes (e.g., Alzahrani & O'Toole, 2017;Joyce & Kirakowski, 2015;Wei & Chou, 2019), and can allow for deeper learning (Mohamed, 2008).…”