A Golden Key with Techno Competence in CALL: Technological stress, Immunity, Self-evaluation, and Autonomy Are in Focus

Abstract

Maximizing the potential of Computer-Assisted Language Learning (CALL) necessitates techno competence to employ technology effectively. Learners with a high level of technological proficiency are better prepared to navigate CALL's technological components, reducing frustration and anxiety and enabling them to concentrate on language acquisition. Additionally, applying positive psychology principles can be influential in developing techno competence by inspiring learners to perceive barriers to technology as possibilities for success and growth. However, the significance of learners' technical skills has not been well investigated in CALL. Hence, the present research examined how techno competence influences technological stress, immunity, self-evaluation, and autonomy among (English as a Foreign Language) EFL learners. Furthermore, implementing positive psychology perspectives was examined as an avenue to promote these beneficial outcomes. The sample consisted of 93 university students from Saudi Arabia who were randomly assigned to the experimental group (EG) or control group (CG). Data was collected and analyzed using a Multivariate Analysis of Variance (MANOVA) approach. The results indicate that improvements in techno competence, combined with implementing positive psychology, significantly positively impacted the EG's levels of technological stress, immunity, self-evaluation, and autonomy compared to the CG. These findings highlight the crucial role of developing techno competence and leveraging positive psychology to optimize EFL learners' experiences and outcomes within CALL environments. Implications for language teaching practices and future research directions are discussed.