Technology-assisted Language Learning: Friends or Enemies

Abstract

This case study compared learners’ perspectives regarding using technology as a learning device. A total of 35 university students completed virtual interviews to collect information dealing with the student’s perspectives on technology-assisted language learning. They completed virtual interviews on their responses to technology implementation during the online teaching-learning process. The virtual interviews were conducted casually and followed the procedures of ’narrative interviewing.’ The discussions were started by asking some questions about the general experience of using technology during the teaching-learning process at university. The thematic analysis of qualitative data supplemented the interview findings by providing insights into why technology assists language learning during online learning. In general, however, most students argue that using technology as a tool for online learning has three roles. They are helping students find information, minimize the virus’s spread, and facilitate learning. This study demonstrated the potential of technology for assisting language learning during virtual learning.