Attitudes of Students toward Technology Usage in Foreign Language Learning: Examination of the Moderating Role of Gender, Level of Study and Self-Efficacy.

Abstract

This study investigated the relationship between gender, level of study and self-efficacy on students’ attitudes toward technology use in second language learning. Using a quantitative cross-sectional survey, three hundred and sixty (360) undergraduate and graduate students were sampled from the Departments of Modern Languages and French by means of stratification. Data was collected using a questionnaire to assess students’ attitudes. Four hypotheses were postulated and tested using the Hierarchical Multiple Regression, Independent t-test and Pearson Moment Correlation Coefficient tests. The first hypothesis was partially supported, the second was confirmed and the third and fourth other hypotheses were not supported. The results of the analysis indicated no statistically significant difference in gender-attitudes amongst the students. The results further revealed a significant positive relationship between students’ perceived ease of use and their attitudes toward technology use. However, self-efficacy and level of study played no moderating role in the relationship between gender and attitudes toward technology use although in interaction, computer self-efficacy showed a significant positive relationship with attitudes. Based on the research findings, theoretical and practical implications are discussed and limitations and suggestions for future research are also highlighted.