Abstract
Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of students utilizing technology-enhanced learning environments to learn second language skills is important to develop the curriculum. This study is organized to investigate the perceptions of students towards second language learning in technology-enhanced learning environments in which students can develop reading, listening, speaking and writing skills for the second language learning. The survey was used to collect data from 875 undergraduate students involved in technology-enhanced second language learning environments in a university. Contrary to general expectations, results of the study indicated that technology-enhanced learning environments do not positively influence the perceptions of undergraduate students for the second language learning. Further research should concentrate on investigating the reasons behind these findings using qualitative studies.
Highlights
Developing curriculum to enhance student learning is the primer purpose of all curricular activities
The results showed that most of the students were motivated to use web-based online learning materials even when this activity was no longer required for the purpose of assessment
The findings indicated a strong positive correlation between participants’ attitudes towards learning foreign language and computer-assisted language learning
Summary
Developing curriculum to enhance student learning is the primer purpose of all curricular activities. In another study investigating the English as Foreign Language (EFL) teachers’ attitudes towards Technology-Enhanced Language Learning (TELL) with the data collected from 32 EFL teachers who were administered a questionnaire, Golshan and Tafazoli (2014) found that integrating TELL programs and tools into language classrooms is beneficial to create a positive attitude in teachers on the use of technology in classes. Başöz and Çubukçu (2014) investigated the attitudes of pre-service EFL teachers towards Computer Assisted Language Learning (CALL) with the data collected from 112 pre-service teachers studying at the English Language Teaching Department and found that CALL developed mostly their listening skills and vocabulary. Understanding the perceptions of students utilizing technology-enhanced learning environments to learn second language skills is important to develop curricular activities. Does the perception of the students using the technology-enhanced learning environment for the second language learning change by the device students use to access the technology-enhanced learning environment? (H016, H017, H018, H019, H020)
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