Abstract
Technology has virtually occupied human activities in such a way that many have relied on it in providing solutions to many problems. Language pedagogy is one of the areas where technological-aided or digital tools have continued to prevail, though making language lecturing and learning more interesting. The use of digital tools has proven to enhance language lecturing, and several attempts have been made by scholars to ascertain the perception of lecturers towards the use of technological-aided tools in language lecturing. Many studies have given account on the university lecturers’ perspective on the bases of the advantages and the disadvantages of the use of these technological-aided tools in language. However, this study represents an effort to unveil the university administrators’ view on the use of digital tools, particularly, its impacts on language lecturers who use these tools to teach and also the language students who learn with these tools; and how it improves their language skills. In this scientific study, two hundred university administrators drawn from different universities were randomly selected. Among the two hundred university administrators, one hundred were male and one hundred females. Also, there was no target on a particular language, and the university administrators participated through responding to questionnaire inputs. The 200 university administrators that are polled for the study presented their diverse views; which are purely categorized into what this study described as the impact on lecturers and the impact on the learners. The research findings suggest that digital resources aid language lecturers and learners, the adequate application of these tools is highly dependent on the perspectives of the university administrators towards these tools. The study further indicates that university administrators are extensively embracing digital tools in language lecture halls, and aiming to replace traditional tools with digital tools.
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