Measuring EFL Learners’ Perceptions of Technology Self-efficacy in Online Language Learning

Abstract

Technology self-efficacy plays a pivotal role in learners’ technology uptake during their learning process in technology-mediated learning environments. This study aims to explore EFL learners’ perceived technology self-efficacy in online language learning. The quantitative data obtained in this study was via a survey questionnaire with 910 learners of a Vietnamese university. The study results revealed that the overall level of EFL learners’ technology self-efficacy was moderate, except for their high efficacy in using the Internet to gather information. Moreover, these results indicated that male learners were more confident in fulfilling online learning tasks than their female counterparts. The learners majoring in engineering showed more confidence in their capability to use computers and learning management systems in their English learning process compared to those of other majors. However, the learners’ length of time learning English had no significant impact on their perceptions of technology self-efficacy. The findings provide some insights into how the EFL learners perceive their self-efficacious beliefs of technology use in online language learning, which will help train strategies to promote technology uptake in Vietnamese higher education settings.