Tertiary Non-English Majors’ Attitudes Towards Autonomous Technology-Based Language Learning
DOI:
https://doi.org/10.2991/assehr.k.210226.018Keywords:
attitude, autonomy, non-English major, technology, language learningAbstract
Technology has emerged as an indispensable part of general education and, in particular, English language education. Accordingly, the utilization of technology for autonomous language learning (ALL) should be imperative. Therefore, this research aims to scrutinize non-English majors’ attitudes towards autonomous technology-based language learning (ATLL) at the context of Da Lat University. The research participants were 425 non-English majors conveniently sampled answering the closed-ended questionnaires, and 25 of whom were invited for semi-structured interviews. The quantitative data from questionnaires were processed by SPSS, while the qualitative data from interviews were analyzed employing the content analysis approach. The results unraveled that the research participants had positive attitudes towards ATLL. Among three components of attitudes, it was found out that non-English majors were highly conscious of the important roles of technology in ALL (cognitive attitudes), they had positive feelings towards the use of technology in ALL (affective attitudes), and they were unsure of activities for using technology for ALL (behavioral attitudes). Such preliminary results are expected to contribute to understanding the enhancement of learner autonomy by integrating technology into autonomous English language teaching and learning.
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