A Study on Autonomous Use of Technology for Language Learning Among ESL Learners at Tertiary Level

Abstract

Acknowledging the importance of autonomous language learning with technology as an essential skill for lifelong learning, the current study was carried out to investigate whether a group of tertiary level ESL learners were able to self-direct their use of technology for effective language learning experience. The mixed-methods approach was employed to understand the phenomenon. Findings indicate that the most preferred Web 2.0 technology for language learning is the online exercises/quizzes. This is followed by online discussion/forum, public websites, blogs, and online video/audio. It could be concluded that even though these ESL learners were able to locate and select the various technologies for autonomous language learning, their main choices seemed to be restricted to the conventional ones. Thus, it is suggested that teachers should play their roles in guiding learners at tertiary level on how to utilize these technologies so that they can optimize their autonomous use of technologies for more meaningful language learning.