Abstract
The purpose of this research is to model the link between language learners’ socioeconomic status (SES), their self-directed, technology-enhanced language learning, and their language achievement. The participants of this study are 382 university students taking part in a survey related to their perceptions of their self-directed, technology-enhanced language learning in addition to their experience of language learning at school and in private institutes. Parental income has been used as a proxy to the learners’ SES. Their language outcome has been operationalised by their performance in the English section of the nation-wide entrance exam and their pre-university course. The results of path analysis revealed that EFL learners’ SES is a significant predictor of their autonomous language learning with technology and their language achievement. Furthermore, students’ out-of-class engagement with technology was positively associated with their performance in the English section of the nation-wide exam.
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