Recent research has revealed the complexities of incorporating technology tools into lessons, despite the creation of several platforms and applications for education (Wen & Hua, 2020). The radical shift from traditional to online learning during the COVID-19 pandemic compelled teachers and students to develop technical skills to adapt to this new reality. This study explores the impact of this phenomenon on the perspectives of Pre-Service (PS) English language teachers (students in a teacher-training program), regarding the use of technology to support their own English language learning (ELL) process. To achieve this, an explanatory sequential mixed-method approach was employed. A questionnaire consisting of seven Likert scale statements and six open-ended questions was administered to 32 PS teachers from the English Language B.A program at a major public university in Southeast Mexico. Subsequently, eight participants were interviewed. The results indicated that despite most participants having prior knowledge of technological tools and educational platforms before the pandemic, they did not utilize them to support their ELL. However, the findings also revealed a positive response from participants towards continuing to use digital platforms due to perceived benefits experienced during Emergency Remote Teaching. These findings provide additional evidence concerning English learning and teaching and how classes can be more effective and significant using platforms and applications if classrooms are well equipped.
Cerdá et al. (Mon,) studied this question.