L2 English learner perceptions on using educational technologies for language learning at the tertiary level

Abstract As technology increasingly pervades both the life spaces and learning spaces of tertiary students, the integration of educational technologies into L2 English language learning has become a key consideration for educators aiming to develop teaching approaches that align with students’ technological experiences. This research explores L2 English learners’ self-perceptions regarding their use of technology for language learning, both inside and outside the classroom. It presents preliminary findings on how L2 English language learners at a private university in Japan perceive and use technological tools, platforms, and devices to support their L2 English learning. These self-perceptions reflect learners’ engagement with technology and their experiences with informal tertiary-level English language coursework. This study builds upon existing research on technology acceptance. Findings suggest that most students hold a generally positive view of integrating educational technologies into both their academic and independent English study. However, some responses revealed concerns and anxiety about adopting new technologies. The research includes written excerpts from participants, providing insight into their reasoning and highlighting the complexity of learner attitudes toward technology-enhanced language learning.