EdTech and the Saudi EFL learners
Bane or boon
Bibliographic Data
| ID | 22250033 |
|---|---|
| Authors | Bandar Saleh Aljafen (0000-0002-8966-5652, Qassim University, corresponding author) |
| Year | 2021 |
| Volume | 5 |
| Issue | S2 |
| Pages | 1630-1642 |
| Publication date | 2021-08-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Linguistics and Culture Review (JOURNAL) |
| Journal identifiers | ISSN: 2690-103X • E-ISSN: 2690-103X |
| Publisher | Scientific and Literature Open Access Publishing (PUBLISHER) |
| DOI | 10.21744/lingcure.v5ns2.2251 |
| OpenAlex | W4323250619 |
| Language | EN |
| References cited | 4 |
Educational technology in the English as a Foreign Language (EFL) classroom has great potential to usher in innovativeness and authenticity in the language instruction and learning processes apart from facilitating collaboration, cooperation, and engagement. Consequently instruction can take newer pathways that ensure these qualities along with enhancing learners’ language skills. Data on the application of edtech tools were gathered from 60 undergraduate EFL learners and four teachers at Qassim University, Saudi Arabia. The free version of Grammarly was found to be the one most accessed by the participants for grammar and language enrichment in academic writing assignments, followed by Writer, Scribens, and Ginger, in that order. Teachers, on the other hand, were apprehensive of learners’ dependence on apps and perceived these as hurdles in their learning as they got corrected and improved versions of their writing but without detailed explanations which encouraged a tendency in the learners to rely on these free apps
English as a foreign language · Foreign language · Grammar · Linguistics · Mathematics education · Pedagogy · Computer Science · Impact of Technology on Adolescents · Mobile Learning in Education · Psychology · Technology Adoption and User Behaviour
| Citation velocity | historical |
|---|---|
| Highly cited | No |