Perceptions of technology and manifestations of language learner autonomy

Abstract

This grounded theory study looks at the perceptions that advanced language learners have about the use of technology for learning English as a second language. Its purpose was to discover what those perceptions are, where they came from, and how they affected the participants' use of technology. Both positive and negative perceptions were found. Positive perceptions included convenience, accessibility, comfort, and safety. Negative perceptions included inauthenticity, lack of interactivity, isolation, and the view of the computer as a supplement, not a replacement for learning English from other people. Causal conditions such as learning context, opportunity, and resources used gave rise to the participants' perceptions. These perceptions, in turn, guided the use of conscious learning strategies when participants made decisions involving habit and routine, affective concerns, and accuracy and fluency goals. Two findings from the study are that advanced English language learners do not extensively use computer tools designed explicitly for pedagogical purposes, and that language learner autonomy is not often manifested in the successful self-directed learning of advanced English language learners.