A Case Study of International ESL Learners' Perceptions of Technology Use in English Language Learning

Research in English as a Second Language (ESL) learners' perceptions of integrating technology in language learning is still relatively new. Most studies focused on the integration of one technology application in language instruction. In this study, the author examines the perceptions of six ESL international students in the English Language Center at UMBC about their experience in computer-assisted language learning (CALL). The study implements a variety of technology applications. A case study research methodology was used. Individual case studies and cross-case study techniques were employed. Data collection involved a survey, initial and final interviews, observation, and researcher's reflective journal. The analysis of the findings was organized in four major categories: learners' statements about their perceptions, learners' behaviors while interacting with technology tools, and learners' concerns about limitations of technology integration, and researcher's perceptions of the limitations. The findings revealed learners' positive perceptions of technology applications as language learning tools, with a deep concern for the communicative, collaborative and interactive nature of the applications. The use of technology in language learning was always supported by the presence of the language instructor as a coordinator and facilitator of the learning experience. Trust in the instructor's ability to connect the technology learning tools with the learning goals was deeply valued. Through this experience, the researcher, who was also the instructor for the course, learned the importance of class instruction and technical support for technology use in the language classroom