Examining the Potential of Technology-Enhanced Language Learning and Teaching in English for Academic Purposes: Learner Voices

The growth of post-secondary English for Academic purposes (EAP) programs along with researchers awareness and interest in leveraging technological tools in support of student-centered learning (Prensky, 2012) fueled this research. This study examines learners beliefs towards technology use in a Canadian EAP university program. Using a multi-phased, grounded-theoretical exploratory case study approach, the research uses complementary data sources including two online surveys conducted at the beginning and at the end of the program, class observations, individual students digital diaries, stimulated recall interviews, and focus group interviews. The study examines 16 student participants beliefs toward technology use and the factors that influence and constrain students use of technology. The research was informed by a constructivist view of language learning and explores EAP students interactions with technological tools to gauge their beliefs towards tech use in learning English. Furthermore, Bensons (2011) learner autonomy framework was used to investigate the development of learner autonomy. This framework is believed to provide an additional research lens in understanding EAP students interaction with technology, impacting their evolved belief systems. Comparisons between the surveys show that overall students beliefs toward technology use became more positive from the beginning to the end of the course when students became more competent with increased technology exposure and use. Students realized the benefits of using technological tools and adopted some 21st century skills in learning English (Dede, 2010). A heightened critical awareness among students towards tech use and some emerging individual language learning behaviors were reported in their digital diary posts and stimulated recall interviews. This specific finding transpired as one of the pedagogical factors- participating in the research study. Data from embedded case studies revealed contextual and pedagogical factors that influenced students attitudes towards and subsequent use of technology in EAP. Factors constraining students technology use included students previous experience with educational technologies, characterized by limited support, poor infrastructure, and inadequate digital literacies. Recommendations for teacher education in tech-enhanced pedagogy and teacher-intervention in educating students about the rationale for tech use are made. Implications for leveraging students digital resources and ongoing critical and reflective teaching practices are also suggested