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The Supplementary Use of English Learning Applications: Iranian EFL Learners’ Attitudes, Perceptions, and Experiences | ||
| Technology Assisted Language Education | ||
| دوره 4، شماره 1، خرداد 2026، صفحه 67-90 اصل مقاله (427.97 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22126/tale.2026.13704.1176 | ||
| نویسندگان | ||
| Mohammad Zohrabi* ؛ Kosar Madineh | ||
| Department of English Language, Faculty of Persian Literature and Foreign Languages, University of Tabriz | ||
| چکیده | ||
| The purpose of this research was to investigate Iranian EFL students’ attitudes about using English Language Learning Applications (ELLAs) as additional resources for their English language studies. Using a mixed method, the researchers used a survey and in-depth interviews to collect information from 73 students who are studying English as a foreign language and English Literature at an Iranian university. The results of the survey found that most of the students had moderately to very positive feelings toward using ELLAs for improving vocabulary, listening, reading, and pronunciation skills. However, the students did not feel as motivated or enthusiastic about using ELLAs for developing their speaking and writing skills, since they felt that these areas were best developed in a traditional classroom setting. There were no statistically significant gender differences. The qualitative part was analyzed using Braun and Clarke’s (2006) thematic analysis procedure consisting of six steps. It provided evidence of some of the obstacles that may affect students’ motivation to engage with ELLAs, such as technical difficulties; low motivation; and other types of linguistic, cultural, and economic barriers. Overall, the findings of this study support the idea that learners see ELLAs as flexible and autonomous supplements to classroom instruction, but not as replacements for classroom instruction. The study also provides a contribution to the field of mobile-assisted language learning by highlighting the context-specific aspects that influence the use of ELLAs in Iran and providing suggestions for how to effectively integrate ELLAs into pedagogy. | ||
| کلیدواژهها | ||
| Applications؛ CALL؛ MALL؛ Perception؛ Experience | ||
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