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September 5, 2025Open Access

Technology literacy & language learning: Undergraduate attitudes

BMBarrie MatteOsaka Jogakuin University AWAeric WongOsaka Jogakuin University HNHiroyo NakagawaOsaka Jogakuin University

Key Points

Students matched the technology abilities required for language learning tasks, enhancing effectiveness.
The survey highlighted variations in technology use pre-entry, indicating individualized adaptation to devices.
Findings suggest a baseline of technological literacy cannot be assumed across all students, presenting challenges.
Predicting the utility and longevity of emerging technologies remains difficult in the context of language learning.

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.

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