Technology literacy & language learning: Undergraduate attitudes

Abstract

This study discusses the results of a longitudinal technological literacy survey of undergraduate English majors (N = 285) conducted in 2022 (n = 176) and 2023 (n = 109) at a small private women’s university in Western Japan.  The survey asked participants about their technology use pre-entry, changes in their technology use since entry, preferences regarding the various devices available for accessing applications commonly used in language learning classes, and issues they had with devices (smartphones, tablets, and computers) used to complete a range of language-learning assignments. The results were that the abilities of students matched the abilities required for using the technology in their classes. Findings include that a baseline of technological literacy should not be assumed for all students, that students will choose and adapt to technology in a way that suits their needs, and that it is difficult to predict the utility and longevity of emerging technologies.