Abstract
The use of ICT tools is frequently regarded as a beneficial and effective method for foreign language learning. In addition to providing tools which can help students improve their language skills, ICT can be used to motivate them and foster their interest and positive attitudes towards language learning. On the other hand, overwhelmed by a number of learning tools and apps available, as well as the multitasking required for such a learning experience, some students may find them distracting, which leads to a lower quality in the work produced. Despite the abundance of existing studies on the topic, very few have addressed the use of ICT at the tertiary level, and almost none have aimed at including students from two different countries in the Balkan region. Hence, the present study aims to explore the attitudes of university students at two tertiary institutions in Slovenia and Croatia towards the use of ICT in their language learning classrooms. The results were obtained using an online questionnaire and were further quantitatively analysed using descriptive statistics and a t-test for unpaired samples. According to the results, the vast majority of the students acknowledge the importance of ICT tools and highlight their usefulness in relation to learning English. However, a difference between the groups is observed in the frequency of usage and types of online tools used in their language learning process. Finally, the results of this study show that the integration of ICT in learning should be carefully and thoughtfully planned in advance. Although prevalent in language settings, ICT should not be seen as a sole replacement for face-to-face learning sessions, but as a necessary complement to English classes. Teachers should first consider the diverse comfort levels and technological proficiencies of students to ensure that ICT enhances, rather than hinders, the learning process. Keywords: language learning, English, ICT, students’ attitudes, tertiary level, Slovenia, Croatia
Published Version
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