ICT use and perceived effectiveness in an adult EFL learning context

• Main Authors: Stephen Pearse Hughes, Bojana Tulimirovic
• Format: Article
• Language: deu
• Published: Universidad de Las Palmas de Gran Canaria 2015-07-01
• Series: Revista de Lenguas para Fines Específicos
• Subjects: information and communication technologies (ICTs); English as a foreign language (EFL); English language learning; adult learners; Official Language Schools
• Online Access: https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/238

Information and communication technologies (ICTs) are firmly established in language learning contexts, yet there are still many questions in relation to how widely they are employed and, indeed, how useful they are in developing all aspects of communicative competence. With a cohort of four teachers and one hundred students, we examine learners’ digital habits and their perceived usefulness of online computer-assisted language training in an official state-funded language school for adults. Perceptions from students were collected through an anonymous questionnaire with open and closed questions in relation to how often they used ICTs and how useful the level of usefulness of these technologies.  This information was complemented by data obtained from teachers by means of a semi-structured interview. In general, teachers and students coincide in their belief that ICTs are useful for language learning, but also express difficulties in finding appropriate resources, despite (or even as a result of) the vast number of available websites and pages. Results from students point to a tendency to use ICTs mostly to improve pronunciation, listening comprehension, and reading and less for oral interaction. In addition, the frequency with which female participants use ICTs to improve oral expression, reading and grammar is significantly higher than male students. This study concludes by drawing attention to the need for training of students and teachers in ICT use and to the desirability of following a sound and shared policy in language learning contexts. DOI: 10.20420/rlfe.2015.0002