Abstract
This study aimed to explore how technology-supported language learning affected the communication competencies of tertiary-level students. 48 prep-class students at the ELT department at a state university in Turkiye participated in the study. A mixed-method sequential explanatory design was employed to collect data that lasted 12 weeks. The quantitative data were obtained through a pre-questionnaire, a pretest and a posttest, and semi-structured interviews were used to collect qualitative data. The quantitative analysis showed that despite the improvement in the students’ performance, a statistically significant difference was not found between the scores of the experimental and control groups concerning their communication proficiency levels. However, the conventional content analysis indicated that technology-supported language learning provided the participants with a rich content, enhanced interaction, collaboration, individualization, an enjoyable learning setting, an opportunity to see progress and flexibility in terms of time and space. Based on the findings of this study, it is recommended to integrate technology into the language learning process for the improvement of communication skills.
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