33 3.3.2 What is the reality of using technology in learning English language from students?. 1.2 Aims of the Study The aim of the study is to find out the real level of technology usa
INTRODUCTION
Rationale of the study
English has long been treated as a global language, attracting growing interest from learners around the world As a result, English has become a common second language in many countries, including the Philippines, Malaysia, and Singapore Consequently, English is a mandatory subject in schools and colleges, and the number of people learning English continues to rise.
Technology is now a big part of our society and predictable future
Living without technology has become impractical as technology continues advancing at a pace that staves off stagnation For every benefit technology offers, we learn to use and apply it wisely, maximizing its positive impact and leveraging innovation to build a better future.
Since the 1980s, discussions about technology in language teaching have emphasized preparing for the Age of Technology Across media, voices warned that those who cannot use technology by the year 2000 would be left behind and viewed as digitally illiterate When the Age of Technology finally arrived, three distinct groups had emerged: the truly educated, the superficially educated, and the uneducated.
True educated people stay alert and work hard to investigate unknown science The real progress of societies depends on the size and seriousness of this group, and on the hard work of its members.
Many people perceive the Age of Technology as only an era of mobile devices and games, but a group of half-educated individuals wasted both money and time buying the most expensive smartphones to run the strongest games This narrow focus prevented them from leveraging technology's broader potential and limited their ability to contribute positively to their societies.
Uneducated individuals have often clung to familiar routines and resisted modern technology, trying to conceal their technology illiteracy The recognition that elevating education overall, and English proficiency as a foreign language in particular, can open doors to top universities has provided the essential impetus to initiate this study.
Aims of the Study
This study investigates the actual level of technology usage in teaching and learning English from both teachers’ and students’ perspectives and conducts a comparative analysis to reveal differences in technology use between teachers and students, with the aim of informing effective digital integration in English education.
Research questions
Technology in English language teaching is transforming classroom instruction and language acquisition From the teachers’ viewpoint, it enables multimedia demonstrations, access to authentic materials, LMS-based grading, and data-driven feedback, but it also requires ongoing professional development, reliable infrastructure, and strategies to close the digital divide From the students’ perspective, technology often boosts motivation, facilitates self-directed practice, pronunciation tools, and collaborative tasks through apps and online platforms, yet it can introduce distractions and raise concerns about connectivity and data privacy In terms of usage, teachers primarily design and integrate digital tools into lesson plans, curate online resources, and monitor progress, while students frequently take initiative to explore language through mobile apps, social learning communities, and asynchronous activities The most successful ELT programs using technology align goals, ensure equitable access, provide targeted training, and connect digital tasks to meaningful communicative outcomes.
Scope of the study
Due to time constraints, the study could not recruit a large sample; the participants consisted of English teachers at Hung Yen University of Technology and Education and students from classes TAK15.1, TAK16.1, and TAK17.1.
Method of the study
This study explores the application of technology in English learning, presenting two question formats—one for instructors and one for students—and collecting responses via two preliminary questionnaires administered to instructors and students The questionnaires were then randomly distributed to selected instructors and students at Hung Yen University of Technology and Education.
Design of the study
The study includes four main chapters, organize as follows:
Chapter 1: Introduction (states the rationale of the study, the aims of the study, the scope of the study, methods of the study, research question and design of the study)
Chapter 2: Literature review (discusses the relevant theories related to technology)
Chapter 3: The study (analyzes the data collected in order to find out the )
Chapter 4: Conclusion (summarizes the main and add some suggestions for further studies)
LITERATURE REVIEW
Theoretical background
Technology in education has become integral to teaching and learning, with digital tools and online resources readily accessible to teachers and students When educators embrace modern technology, they maintain connection with their learners and enhance engagement, collaboration, and information access Those who struggle to adapt risk falling behind and losing contact with students To boost both professional development and the quality of education, teachers should actively invest in technology to improve instruction and the overall teaching and learning process.
Muir-Herzig (2004, p.113) observes that teaching and learning with technology place learners in active situations that foster critical thinking, problem solving, sharing ideas, and reflecting on what they already know In technology-enabled classrooms, the instructional dynamic shifts from teacher-centered to student-centered, empowering learners to take an active role, collaborate with peers, and engage more deeply with the material.
Pitler et al (2007) identify the benefits of technology in the classroom, including enhanced learning and understanding and increased active student participation They also note that technology supports a shift from teacher-centered instruction to a student-centered learning approach.
Barron and Copple (2011) note that the United States established the Digital Age Teacher Preparation Council to advance teacher improvement The council set five goals to be achieved by 2020: first, creating a professional environment of practice for teachers; second, training educators to serve as resources for their colleagues; third, expanding the use of public media as a teaching resource; fourth, integrating technology into standards, curriculum, and instruction; and fifth, forging research and development partnerships suited to the digital age.
Definition of technology
Technology can be defined in multiple ways, depending on perspective Dictionaries and scholars offer a range of definitions, with the Merriam‑Webster Learner’s Dictionary defining technology as the use of science in industry and engineering to invent useful things or to solve problems, and as the machines, devices, methods, and equipment created by technology.
Ursula Franklin, in her 1989 Real World of Technology lecture, defines technology as practice—the way we do things around here This view emphasizes that technology is not only devices but the social processes, routines, and organizational habits that shape how work is done Accordingly, the term is often used to point to a specific field of technology, or to refer to high technology and consumer electronics, rather than technology as a whole.
And Bernard Stiegler, in Technics and Time, defines technology in two ways: as “ the pursuit of life by means other than life,” and as “ organized inorganic matter.”
According to American sociologist Read Bain in 1937, technology comprises every tool and device we rely on—machines, utensils, weapons, instruments, housing, and clothing—further including the systems of communication and transportation that connect them It also encompasses the knowledge and skills by which we produce and use these technologies, defining technology as both the objects themselves and the expertise that makes them work.
Technology used in studying
Technology is an effective tool for language learners when it is integrated as a core part of the learning process, supporting the curriculum and helping students develop true proficiency in language skills (Costley, 2014; Murphy, DePasquale, & McNamara, 2003) Learners should actively use technology to enhance their studies, and teachers should model how digital tools can be incorporated so that technology use becomes a natural part of language learning (Costley, 2014; Murphy, DePasquale, & McNamara, 2003) When teachers demonstrate proficient technology use, students are more likely to adopt these tools in their practice Technology also boosts learner cooperation by enabling peer collaboration and shared projects, which strengthen cooperative learning (Keser, Huseyin, & Ozdamli, 2011).
Research by Bennett, Culp, Honey, Tally, and Spielvogel (2000) shows that computer technology improves both teaching and learning in the classroom, as teachers use digital tools to meet students’ educational needs Bransford, Brown, and Cocking (2000) argue that technology creates opportunities for local and global connections, linking learners with broader communities and expanding learning opportunities However, they caution that the positive impact does not happen automatically; its effectiveness hinges on how teachers deploy it in language classrooms and the instructional approaches they choose Together, these insights emphasize that successful integration of computer technology depends on thoughtful implementation by educators to maximize learning outcomes.
Susikaran (2013) notes that conventional chalk-and-talk methods are inadequate for effective English teaching, prompting fundamental changes in classroom design and instructional approaches Raihan and Lock (2012) contend that with thoughtful classroom planning, learners develop more efficient learning strategies, and that technology-enhanced teaching environments are more effective than lecture-based models They also recommend that teachers adopt technology as a practical learning tool for their students, even if they have limited tech training or aren’t computer experts.
Technology has transformed English teaching by offering numerous alternatives that make learning more engaging and productive, moving away from traditional teacher-centered lectures toward multimedia-rich approaches (Patel, 2013) In traditional classrooms, instruction relied on the blackboard or whiteboard, but modern methods now leverage print texts, film, and the internet to expand learners’ linguistic knowledge and provide diverse materials for analysis and interpretation Pourhosein Gilakjani (2014) notes that technology fosters a learner-centered learning atmosphere, turning the language class into an active space with meaningful tasks and learner responsibility Drayton, Falk, Strouf, Hobbs, and Hammerman (2010) argue that computer technology creates genuine learning experiences that heighten student responsibility and support self-directed, independent learning Arifah (2014) adds that internet use boosts learners’ motivation, while film can spark enthusiasm and deepen understanding When technology is integrated into learning via computers and the web, students engage meaningfully, develop higher-order thinking skills, and a well-balanced combination of multimedia and teaching strategies is essential to capture learners’ attention in English language learning.
Contribution of technology to English language skills
Listening is a foundational skill in learning English, with research noting its vital role in language acquisition as learners must process accent, pronunciation, intonation, word meaning, and speaker intent simultaneously In ESL contexts, developing listening skills is essential, and integrating multimedia technology into English instruction enhances students' listening abilities Audio, video, and animation are increasingly common tools with strong potential to support listening development Radio and television programs can boost listening proficiency, confidence, and opportunities to access language when native speakers or teachers are not available Computers used in listening activities provide combined visual and auditory input that strengthens listening skills By incorporating tools such as radio, audio tapes, podcasts, tape recorders, iPods, and videos in English teaching, students can grasp intonation, learn pronunciation, and experience diverse accents.
Technological tools can dramatically boost English reading skills in teaching and learning Levine et al (2000) identify text reading as a key challenge in learning English, since the act of reading exposes students to new knowledge and ideas that expand their English vocabulary Case and Truscott (1999) add that interacting with texts through computer-based reading activities helps students develop independence and become more autonomous learners.
Current findings indicate that technology-integrated text reading instruction benefits students by using digital tools such as internet browsing, multimedia software, electronic dictionaries and glossaries, and reading-based computer programs to boost vocabulary and engagement Online access to magazines, newspapers, and encyclopedias further supports reading skill development, while English-learning websites make reading activities enjoyable and interactive, helping students connect concepts through storytelling or animation Together, these resources enhance vocabulary acquisition, motivation, and comprehension, enabling students to understand and relate ideas more effectively in their reading.
Speaking is often the final language skill to be mastered in English learning and can pose a notable challenge, but technology-enabled support makes it easier to improve Research indicates that language laboratories positively influence students’ communication and speaking abilities (Bachate, 2016) In addition, software such as Internet voice chat and speech synthesis tools enable ESL learners to practice speaking more effectively, with Internet voice chat programs (for example, Jepson, 2005) offering opportunities to converse with native speakers anytime and anywhere Moreover, artificial intelligence programs can enhance speaking skills while also supporting vocabulary growth and pronunciation development (Nomass, 2013).
Research has shown that automatic voice recognition within mobile language learning apps enhances pronunciation and increases learner motivation (Ahn & Lee, 2016) Additional findings indicate that social networking platforms can improve the speaking skills of ESL learners (Sun et al., 2017) Furthermore, web-based storytelling has been found to boost student motivation, stimulate creativity and imagination, and provide more opportunities to practice speaking (Hwang et al., 2016).
Research on technology in English writing education shows that integrating digital tools enhances students' writing quality and increases their motivation to write (Lam and Pennington, 1995; Bialo and Sivin-Kachala, 1996; Fidaoui, Bahous, and Bacha, 2010) In addition, Blachowicz and colleagues (2009) found that ICT tools used to study writing help students discover themselves and foster greater independence.
Using computer programs for writing can be easier and more enjoyable, since software readily detects errors For example, wiki tools allow ESL students to format text with italics, underline, color, and font size, and to manage spelling and grammar with built-in checks (Nomass 2013) As a result, technology in writing can be motivating and fun for ESL learners, helping them develop their writing skills.
Blogs have become a widely used tool for developing writing skills in education (Yunus, Nordin, Salehi, Redzuan & Embi, 2013) Kelly and Safford (2009) note that blog authors create a real digital environment for communication, extending beyond simple text writing to a platform that supports multiple viewers and broad access This dual role—facilitating individual writing practice while enabling interaction with diverse audiences—highlights the value of blogging in modern writing pedagogy.
Since 2008, blogs have become common platforms for young people to express their thoughts, and evidence suggests that students with personal blogs tend to be writers In addition to blogs, writing through email, social networks, and online text chatting enables students to interact with others, providing authentic, real‑world contexts for practice that can improve their writing skills The e-portfolio is an electronic archive that records students’ experiences, progress, achievements, and the writing they produce along the way; it supports self‑evaluation and autonomy while emphasizing both the process and the products of learning By helping students reflect on their language abilities and knowledge, e-portfolios serve as a valuable tool for developing writing skills.
West (2008) suggests that moving from traditional written responses to online forums allows students to develop their own style and voice, shaped by the online social context and their aim to influence peers When organizing social networking activities on platforms like Facebook and Twitter, attention should be given to the distinct writing norms of these networks Abbreviations and emojis can impede the development of writing skills, whereas platforms with character limits such as Twitter can encourage students to use concise and effective language.
THE STUDY
Background of the study
Physical setting refers to where English lessons take place, the size of the class, and the range of equipment and materials available to teachers and students The learning environment is shaped by the classroom space, seating arrangement, and technology that support English instruction Access to diverse teaching aids—such as textbooks, workbooks, audiovisual tools, and digital resources—enhances the teaching and learning of English.
The Faculty of Foreign Languages comprises 30 teachers, including two Chinese instructors, all with MA degrees The majority are graduates of Hanoi National University’s Faculty of Foreign Languages or Hanoi University, forming a strong academic core To date, the department has trained students across 13 academic years, from K5 to K17, with a focus on English majors across three campuses: Khoai Chau Campus 1, Pho Noi Campus 2, and Hai Duong Campus 3 The program is continuously evolving, pursuing innovation and development to enhance both teaching and learning.
To collect data, the study contacted five English teachers from the FFL at UTEHY and invited them to complete a questionnaire All participants held Master’s degrees and had more than seven years of teaching experience.
Three English major training classes were conducted across three campuses—TAK15.1, TAK16.1, and TAK17.1 The study included 90 English major students, though questionnaires could be administered to only 88 students due to absences on the research day Both students and lecturers demonstrated willingness and enthusiasm to participate in the study.
The data collection instruments used in the study is survey questionnaire
Questionnaires for students were delivered to 55 students of TAK15.1, TAK16.1, TAK17.1 at UTEHY to work out some issues of the research:
Part I: Participant's information aims to collect general information about the survey participants
Part II: Questions 1,2,3 is designed to understand the state of English language students' use of technology in English language learning
Part III: Questions 4 to 11 are designed to collect information about the difficulties and benefits of using technology in learning English
The questionnaires for teachers were designed to 5 teachers of FFL at UTEHY
Part I: Question 1 is designed to collect information about the number of years of work and teaching experience of teachers participating in the survey
Part II: Question 2,3,4,5 is designed to get teachers' opinions on the state of using technology in learning English
Part III: Question 6 aims to suggest some effective learning websites/software
To collect data for the study, 55 survey questionnaires were distributed to students in the Faculty of Foreign Languages, and five English lecturers were asked to complete five questionnaires designed for lecturers only.
This chapter has presented the method of the study which conclude participants, data collection instrument as well as procedure of data collection.
Data analysis
Drawing on the data analyzed in the previous chapter, this chapter concentrates on presenting the research findings It documents the results that guided the study, offering a clear, data-driven account of the key outcomes, their interpretation, and the implications for the study’s objectives.
3.2.1 Analyzing from the students’ survey questionnaire
3.2.1.1 Number of years studying English
Question : How long have you studied English?
Figure 3 1: Number of years studying English
Based on a survey of 55 English-major students at Hung Yen Technical Education University, all participants have studied English for more than five years, and 69% have more than ten years of English study This suggests that English has long been a second language for these students.
3.2.1.2 Students used technology in self-learning English
Question 1: Have you ever used technology to learn English for yourself?
Figure 3 2: Number of students who used technology in self-learning English
Pie chart reveals that 54 of 55 students (98%) used technology to support their self-learning of English, while one student (2%) did not apply technology to self-study These results indicate a strong interest in technology-enabled English language learning among students.
3.2.1.3 Apps and websites used by participants
Question 2: Please list at least the names of 3 software or websites that you use to learn English yourself?
Figure 3 3: Apps and websites used by participants
Survey results indicate that smartphones are the main gateway for self-learning English, with students citing a broad ecosystem of online resources and apps they use to study independently They rely on websites and platforms such as YouTube, Google Translate, and the Oxford Dictionary, along with online content from BBC Learning English, English.com, Elsa, Cake, VOA, and similar sites, as well as Facebook for social learning In addition, they install software on laptops and phones—translation tools, dictionaries like TFLAT, the TFLAT self-learning app, and Duolingo—to support their study Taken together, the findings show that most students recognize the potential of technology for self-learning English and actively invest time to select the tools that best fit their individual learning pace and objectives.
3.2.1.4 The effect of applying technology in self-learning English
Question 3: How do you feel about applying these technologies to learning English?
Figure 3 4: The effect of applying technology in self-learning English
Survey results indicate that the vast majority of students find technology-assisted self-learning of English to be effective, with 89.1% rating it as such and 30.9% considering it very effective A minority, 10.9%, said that using technology to learn English did not meet their expectations Overall, these findings show that students are increasingly adopting technology for English study, and its use is progressively enhancing their ability to learn independently.
3.2.1.5 Learning English is not simple
Question 4: Learning English is not simple for you?
Figure 3 5: Is learning English simple?
A survey of 55 students, all with more than five years of English study, shows mixed perceptions of English learning: 24 students (43.6%) said learning English is not very simple; 17 students (31.0%) said it is not too difficult; and 14 students (25.5%) found it simple and easy These results underscore the potential of self-directed English learning to help students view English study as less daunting.
3.2.1.6 Self-study of English through application software helps you be more interested
Question 5: Self-study of English through application software helps you be more interested?
Figure 3 6 : Self-study of English through application software helps you be more interested
Survey data show that self-learning English through online platforms and application software significantly increases student interest, with 53 of 55 respondents (96.4%) reporting greater engagement and only 2 respondents saying they were not interested This demonstrates that educational technology enhances the attractiveness of lessons, making them more vivid, exciting, and engaging Students attribute this to interactive experiences with computers and peers, compelling visual imagery, and a diverse mix of exercises and multimedia materials They also note that online resources such as videos, audio, and images feel richer and more realistic, while new formats keep learning intuitive and less dry.
3.2.1.7 The difficulty of using technology in learning English is an inappropriate resource
Question 6: The difficulty of using technology in learning English is an inappropriate resource
Figure 3 7 : The difficulty of using technology in learning English is an inappropriate resource
According to the survey results, 30.9% of students report difficulty selecting materials at an appropriate level on self-learning platforms, while 43.6% feel they can still choose resources that meet their self-learning needs, and only 13 of 55 respondents reported no difficulty in selecting suitable materials These findings indicate that although technology is widely used in English learning, the sheer volume of resources creates information overload and makes it hard for learners to identify materials that truly fit their needs.
3.2.1.8 The difficulty of using technology in learning English is the lack of self-study time Question 7: The difficulty of using technology in learning English is the lack of self-study time
Figure 3 8: The difficulty of using technology in learning English is the lack of self-study time
According to the survey’s pie chart, 47.3% of respondents said they do not lack the time to use technology for self-directed English learning, while 27.3% said they need to carve out time to study English on a digital platform Conversely, 11% reported that it is difficult to arrange time for tech-based English learning The results show that technology has already permeated daily life, with people regularly interacting with devices such as computers and smartphones, so the use of technology for teaching and learning English is likely to become a trend for both teachers and students.
3.2.1.9 The difficulty of using technology in learning English is that there is no instructor Question 8: The difficulty of using technology in learning English is that there is no instructor?
Figure 3 9 The difficulty of using technology in learning English is that there is no instructor
According to the chart, 32.7% of respondents reported difficulty using technology for learning English due to the absence of an instructor, while 40% found that self-study supported by the system’s instructions was enough to apply technology in their English learning and led them to view the instructor’s role as unnecessary, and 27.3% said that the lack of an instructor does not significantly affect their use of technology for learning English.
3.2.1.10 The difficulty of using technology in learning English is dependent on the
Internet connection Question 9: The difficulty of using technology in learning English is dependent on the Internet connection?
Figure 3 10 The difficulty of using technology in learning English is dependent on the Internet connection
According to a 3.10 pie chart, 78.2% of respondents reported difficulty using technology to learn English because of Internet connectivity, while 10.9% said Internet connectivity did not affect their use of technology for English learning, and another 10.9% affirmed that Internet access was not a problem during their technology-assisted English study The survey results indicate that the factors influencing students’ use of technology for learning English include both subjective factors and objective ones, with Internet connectivity serving as a typical example Although Internet access is widespread in Vietnam, geographic location means many regions still suffer from poor IT infrastructure.
3.2.1.11 Technology applications help you use English more
Question 10: Technology applications help you use English more?
Figure 3 11 Technology applications help you use English more
According to the 3.11 pie chart, 50.9% of respondents reported that using technology in learning English helped them use English more than traditional methods By comparison, 43.6% said that technology did not significantly affect their frequency of using English, and only 5.5% nearly confirmed that using or not using technology did not affect their frequency From the survey results of Question 5, this indicates that technology-enabled learning increases learners' interest in English, which in turn leads to greater use of English compared with traditional learning methods.
3.2.1.12 Applying technology to help you find suitable lessons and environments Question 11: Applying technology to help you find suitable lessons and environments
Figure 3 12 Technology applications help you use English more
According to the 3.12 pie chart, 53.5% of respondents find technology-enabled lessons and the learning environment suitable, 32.7% say their current lessons and environment are not really suitable, and 3.8% could not find suitable conditions for learning English through the use of technology The survey results indicate that information technology—through the integration of advances in technology and information organization—has positive effects on education Information technology, and the development of the internet in particular, opens up a vast knowledge base for both learners and teachers, making it easier to learn and to improve the quality of learning and teaching.
3.2.2 Analyzing from the teachers’ survey questionnaire
Five questionnaires were distributed to five English-major instructors at Hung Yen University of Technical Education, yielding five data tables This concise summary and analysis synthesize the findings from those tables, highlighting core patterns in teaching practices, perceptions of curriculum efficacy, and professional development needs among respondents The results show both convergent views and notable differences across teachers, with implications for instructional strategies, resource allocation, and program enhancements at the university The data are organized in five tables and form the basis of the interpretation presented here.
3.2.2.1 The teachers’ experience of teaching English
Question 1: How long have you taught English?
Figure 3 13 Years of teaching English
Findings and discussion
3.3.1 What is the reality of using technology in teaching English language from teachers?
From the survey, most teachers report that students’ engagement in English rises when technology tools are integrated into lessons They observe benefits of technology in helping students practice core English skills—listening, speaking, reading, and writing—based on classroom experience Teachers also point to challenges students encounter when applying technology to learning Overall, the results highlight the need to embed technology in English instruction to increase interest, boost motivation, and improve students’ English proficiency.
3.3.2 What is the reality of using technology in learning English language from students?
A large majority of students—98%—now use technology to learn English, and as many as 96.4% report that learning English on digital platforms makes the experience more enjoyable Moreover, technology-enabled English learning helps students engage more, use English more often, and do so more effectively than traditional classroom methods.
Besides, they also realize that using technology in learning English also brings them many benefits, such as helping them find the right learning environment for themselves
Beyond the benefits, students face several digital-learning challenges when using technology to learn English They report difficulty finding appropriate learning resources (30.9%), insufficient time for self-study (11%), a lack of instructor guidance (32.7%), and unreliable internet connectivity (78.2%).
3.3.3 Compare teachers and students usage
Based on two surveys—one of students and one of teachers—the results show both similarities and differences in how technology is used for learning Students frequently use digital tools for information gathering and collaboration, while teachers report a broader range of uses tied to pedagogy, classroom management, and professional development These overlapping and divergent patterns indicate that while technology is increasingly embedded in learning, there are gaps in access, training, and alignment with learning goals that need to be addressed for both groups.
Both teachers and students report that integrating technology into learning boosts engagement with education and enhances English use However, the abundance of online learning materials makes it difficult for learners to identify appropriate, high-quality resources when applying technology to their studies.
There is a gap between teachers' and students' views on technology-assisted self-study Teachers report that using technology for independent learning makes it hard for students to schedule their study time, with about 80% indicating time-management difficulties In contrast, only about 11% of respondents say they struggle with self-study itself Overall, the majority report no significant difficulty in organizing study time, highlighting a discrepancy between educators' concerns and students' actual experiences.
In the 4.0 era, teachers believe integrating education technology into learning is no longer a hurdle; yet 78.2% of students surveyed report difficulties maintaining a stable internet connection for digital learning.
Recommendations
This study shows that students use a variety of technologies, mainly electronic dictionaries and mobile English self-learning apps, with learning activities that are diverse in time and form and include both language-focused and meaning-focused tasks The appeal of technology stems from its vibrant gadgets, flexible access across time and space, and especially the ability to interact with learning materials However, overall time spent on self-directed English study is limited, and self-study activities do not consistently translate into the development of knowledge and language skills, as students often use technology for word-recognition games or to listen to music, signaling a lack of self-study skills and the need for teacher guidance Although students know many types of technology for language learning, they do not use them consciously or proactively, which highlights the need to integrate self-learning activities into the curriculum Based on these findings, the proposed solution is for students to spend more time on technology-based English learning, to improve self-study skills, and to cultivate self-discipline in learning.
Effective ICT integration begins with the teacher understanding each student's ownership of devices, accessibility to technology, and readiness to engage with digital tools, and then tailoring the use of technology to reflect individual differences A student-centered approach should guide all technology use, prioritizing learning experiences that empower learners, promote collaboration, and adapt to diverse digital literacies and access circumstances, ensuring equitable participation and meaningful learning outcomes.
Technology-enhanced English language learning should be carefully planned to support a smooth progression of skills, with digital tools mapped to specific learning outcomes in listening, reading, speaking, and writing These achievement targets guide how technology is used, ensuring students can use English creatively while building foundational language skills Students should be encouraged to use technology for learning purposes, with interactive environments that promote high-level thinking—critical and creative thinking—and enable cooperative learning both inside and outside the classroom In this way, technology facilitates the acquisition of English language skills and creates an engaging, outcome-focused learning experience.
Technology should be integrated into all English language learning activities to support skill development and authentic communication A technology-enhanced environment designed for English teaching and learning, supported by a well-organized infrastructure, ensures that tools, platforms, and multimedia resources align with the curriculum When the tech ecosystem is aligned with English instructional goals, educators can leverage digital resources to enhance instruction, practice, assessment, and collaborative learning, boosting language proficiency.
Teachers should continuously assess and enhance their technological competence and stay current with emerging tools that can be effectively integrated into English teaching Technology should be used consistently throughout the English curriculum, with ICT tools selected to fit each subject or activity Learning environments should emphasize problem-solving, collaboration, active participation, and constructive use of technology In the digital classroom, social interaction design should support core language skills—listening, reading, speaking, and writing—through targeted online activities and collaborative platforms.
The teacher should integrate the technology in a planned and purposeful manner at the point of acquiring English language skills
CONCLUSION
Conclusion
In general, the use of technology in learning is essential in the current development context The study was conducted to study the current state of technology use in the teaching of UTEHY teachers and students and many proposed solutions for students and teachers to overcome difficulties and increase effectiveness Consequences of applying technology in education
To achieve the primary purpose of the research, the researcher used a combination of methods to conduct research, including questionnaires for teachers and students 55 quizzes were given to English language students at UTEHY and 5 English lecturers The main findings of the study are as follows:
Firstly, most of the survey participants have used technology in their studies
Secondly, learning English through the use of technology has brought many benefits for learners, such as increasing interest in learning, using English more, monitoring their self-study
Thirdly, research has shown the difficulties of learners when using technology in learning
Finally, some suggestions are recommended for FFL students and faculty at UTEHY to use technology in learning more effectively.
Limitations of the study
This study examines how UTEHY students use technology and their attitudes toward it However, the sample—about 55 participants—may not represent the views of other students, and the short research period further limits the findings Consequently, the results provide only a partial view of technology utilization at UTEHY While the work begins to reveal usage patterns and attitudes, a longer-term study would yield more detailed insights Future researchers are encouraged to extend this study to offer a fuller understanding of technology use among UTEHY students.
Suggestions for further study
The following guidelines should be considered in future research:
- Research investigating the types of motivation possessed by students in using technology to study
- The relationship between academic performance and motivation can also be an investigative topic in the future direction
- The present study only studies the status of using technology in learning and proposes some solutions to improve the effectiveness of learning.
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This survey investigates how technology is applied to English learning and aims to collect information for research papers The author would be grateful for your collaboration and asks that you answer the questions honestly The information gathered is intended solely for research purposes, and you do not have to worry about any problems Thank you very much for your cooperation.
How long have you studied English? ……… years
What is your current major in university?
Part 2: For each of the statements below, please mark agreement or disagreement in the appreciated box to make clear your opinion
1 Have you ever used technology to learn English for yourself?
2 Please list at least the names of 3 software or websites that you use to learn English yourself?
3 How do you feel about applying these technologies to learning English?
Disagree Disagree Normal Agree Strongly
4 Learning English is not simple for you
5 Self-study of English through application software helps you be more interested
6 The difficulty of using technology in learning
English is an inappropriate resource
7 The difficulty of using technology in learning
English is the lack of self- study time
8 The difficulty of using technology in learning
English is that there is no instructor
9 The difficulty of using technology in learning
English is dependent on the
10 Applying technology helps you feel like learning
11 Technology applications help you use English more
12 Applying technology to help you find suitable lessons and environments
This survey is conducted to assess the current state of English teaching and learning and to support research on the application of technology to studying English, as part of the study titled “A Study on the Application of Technology into Studying English.” The purpose of the survey is solely to collect information for our research, and you do not need to provide your name or any identifying information, as all responses are anonymous We greatly appreciate your cooperation and valuable time in helping advance this study.
1 How long have your taugh English?
2 How often do your students self-study English through technology applications?
3 What skills do your students often practice on technology applications?
4 In your opinion, what are the difficulties of students when applying technology to self-study English? (can select multiple answers)
A Students will have difficulty in choosing appropriate sources
C No classmates lead to being bored
E Allocate time for self-study English
5 In your opinion, what are the benefits of students applying technology to self- study English? (can select multiple answers)
A Students will feel more interested in learning English
B Spend a lot of time teaching English yourself
C Supervise and manage your English self-study
D Students will choose a learning environment that is right for them
E More confidence in practicing English listening, speaking, reading and writing skills
6 Please list at least 3 websites/software that you have introduced to your students to learn English by themselves?