College Students’ Perceptions on Tech-enhanced General English Courses

The advancement of digital tools and technology is impacting the field of English education, with the use of technology increasing in university English classes. This study explores university students' perceptions of digital tools and technology and their perceptions of technology use in general English classes. Data was collected through surveys, and differences in perceptions were compared and analyzed based on groups of gender, English proficiency levels, and colleges. The study found that students have a positive perception of using digital tools and technology, and they recognize several advantages of technology-enhanced classes compared to those without technology. The area of English learning where students most positively hoped to see technology used was listening comprehension, while grammar and conversation were the least positive. Regarding the stages of class activities and phases where they wish technology to be utilized, assignments, evaluations, and performance management were preferred, whereas the introduction, development, and conclusion phases of class content had lower averages. The study also investigated perceptions of technology use and the role of instructors in future general English classes. It found that students are positive about using more technology in future classes, and while the role of instructors may diminish, classes are expected to remain instructor-led. The results of this study can serve as a reference for class planning regarding technology use in general English classes. In particular, the results illustrated that the differences in perceptions among groups should be appropriately considered and incorporated into the use of technology during classes based on the composition of the students.