The use of digital technology in foreign language learning

Abstract

Digital technology has become an essential factor in the process of language learning. This quantitative study investigates the use of technology as well as teacher’s support in the process of technology-based learning of English as a foreign language (EFL) among high school students in Bosnia and Herzegovina. The data have been collected by the questionnaire modelling teachers' influence on learners' self-directed use of technology for language learning which consists of seven subscales. The results show that the participants’ experience with technology-based language learning (TBL) is rather positive and that teachers have an important role in technology-based foreign language learning, indicating insignificant gender and EFL GPA differences but significant grade level differences on the combined dependent variables of teacher’s support. Furthermore, the results revealed insignificant differences on the combined dependent variables of technology use based on the students’ gender and grade level but significant differences based on the students’ EFL GPA. The findings of this study may assist teachers in engaging students to efficiently use digital technologies in the process of foreign language learning at the high school level.

Students' perspectives of digital transformation of higher education in Bosnia and Herzegovina

“…Furthermore, some other researchers believe that online or blended learning has become more convenient, not only for the students but for the instructors as well, simply because of the new instructional practices that technology promotes and conducts only through online platforms and hence leaves the face‐to‐face way of teaching and learning behind due to its time and space constraints (Cigdem, 2015; Demiray, 2011). For example, innovative platforms such as Moodle, Blackboard, Claroline, and CanvasLMS have been established to make the online learning process more interesting and more interactive for the learners, which reciprocally leads to greater online engagement, e‐learning readiness, and positive attitudes toward LMS in the online or blended way of studying (Adnan & Anwar, 2020; Bećirović et al, 2021; Cigdem & Ozturk, 2016; Gherhes et al, 2021; Muthuprasad et al, 2021). However, Gherhes et al (2021) and Adnan and Anwar (2020) found a lack of the aforementioned practical applications in their studies and thus claimed that e‐learning was to be considered an alternative and not a norm for the time being.…”

Use of Digital Technology in Learning French and Italian as a Foreign Language

“…Therefore, digital technology use in foreign language learning meets their unconscious expectations and "enables them to use the means and way how they normally search for information, communicate, exchange experiences and participate in events on a daily basis" (Troncarelli,118). It is thus not surprising that the current global research on learning English as a foreign language has shown that students mostly have a positive attitude towards ICT use in the learning process (e.g., Alsulami, 2016;Ayres, 2002, p. 247;Bećirović, Brdarević-Čeljo & Delić, 2021;Liu, 2009;Son, Park & Park, 2017). The results of the research conducted by Alsulami (2016, p. 13) on the attitudes of female students from Saudi Arabia (N=36) towards the impact of technology on learning English as a foreign language showed that 97.2% of participants enjoyed using technology in the English language learning, and that 94.7% of students preferred technology to use to improve their speaking, reading, writing and listening skills.…”

“…They expressed their readiness to learn more about digital technology as well as the opinion that it was important for them to improve their digital fluency and that their learning could be improved through the use of digital tools and resources (Son, Park & Park, 2017, p. 94). iv In their research conducted in Bosnia and Herzegovina, Bećirović et al (2021) analyzed the perceptions of secondary school students (N=173) about learning English via technology, and the correlation of their perceptions with their school success, gender and learning context. They also analyzed the perception and attitudes of students about teachers' support in this entire process.…”

“…The prevailing opinion is that the role of ICT in foreign languages learning is positive, and the majority of research relates to the English language. According to the results of the research carried out at a global level, students mostly have a positive attitude towards the use of ICT in learning English as a foreign language (e.g., Alsulami, 2016;Bećirović, Brdarević-Čeljo & Delić, 2021;Guillén-Gámez, Romero Martínez & Ordóñez Camach, 2020;Liu, 2009;Son, Park & Park, 2017). Some of the research analyzing the use of ICT in learning and teaching other foreign languages relate to the French language (e.g., Aukrust & Uvsløkk, 2013;Chenoweth & Murday, 2003;Deloy, 2020;Karabulut et.…”

The Facilitation of Digital Literacy in EFL Classes

“…Additionally, the rapid transfer of lessons into an online environment meant that a loss of teaching quality was often observed. Purposeful guidance through these new learning possibilities can, however, result in varied prospects of connecting individual needs to a great diversity of learning styles and methods (Bećirović et al, 2021).…”