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Along with the adoption of hybrid teaching and learning modes, the integration of ICT into language instruction in higher education during the COVID-19 pandemic has afforded teachers and students increased opportunities to engage with technology. This quantitative study uses a self-report questionnaire to examine language learners' attitudes and behavior tied to the role of ICT in learning before and after the COVID-19 pandemic. Firstly, the study confirms the questionnaire's validity for assessing ICT attitudes and behavior in the Hungarian educational context. Additionally, the measurement invariance and differential item functioning of the assessment tool pre- and post-COVID-19 show that attitudes and the frequency of ICT use remain consistent at both the construct and item levels. Overall, the results demonstrate significant variations between the two student groups in attitudes and behavior tied to the use of ICT tools in language learning. The findings show that the post-COVID-19 group exhibits higher attitudes, and an increased frequency of technology use is observed compared to the pre-COVID-19 period. Furthermore, the study indicates that attitudes before COVID-19 do not strongly influence habitual technology use for language learning, while the opposite is true for the post-COVID-19 period.
Habók et al. (Fri,) studied this question.