The use of digital learning in the EFL classroom and its effect on self-perceived knowledge, learning, and English use at the University of Tabuk

Abstract

The aim of the study is to investigate the use of digital technology in English as a foreign language (EFL) classroom using various digital tools through computers and cell phones. These tools and their effect on self-perceived knowledge, learning, and English use were analyzed at the University of Tabuk. The study was conducted on a sample of 605 first-year students at the University of Tabuk for their first two semesters of mandatory beginner and intermediate English courses. Students were asked to fill out a form before and after introducing digital use in the EFL classroom for a whole semester as a university initiative. This involved utilizing audiobooks, Grammarly, HelloTalk, and Duolingo, with the purpose of using these tools to develop and improve students reading, writing, listening, and speaking skills. The questionnaire scales have been taken from different sources mentioned in the methodology section and analyzed through the bivariate correlation test, multiple regression analysis and paired t test to evaluate the association between the use of digital learning in EFL classes and self-perceived knowledge, learning, and the use of English. The results of this study showed that there is a positive relationship between the use of digital tools in the classroom and students’ development in language learning.