Digital Technology in the 4IR and the Future of English Learning From the Perspective of Korean EFL University Students
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This study is intended to explore English learners’ experience of using digital technology in the Fourth Industrial Revolution (4IR) and their perceptions of learning English now and in the future. The participants were 579 Korean EFL university students enrolled in mandatory General English courses. A Google Form survey with 25 questions was provided, and the percentages of students’ responses to specific questions were reported. Paired and independent t-tests, two-way mixed and one-way ANOVAs were also administered. Regardless of their experience of using digital tech¬nology they were positive about using it to learn English. Additionally, despite little or no statisti¬cally significant differences in factors including gender, major, GE course experience, proficiency levels, etc., students in general predicted that English teachers and in-class learning would become less important in the future. Moreover, those experienced and interested in 4IR technology were pessimistic in providing more equal opportunities to learn English and predicted a strong need for private tutoring. Interestingly, those with more experience, interest, and positive perceptions of the 4IR were more negative about how it will affect English learning and education. Based on these findings, preparations for the 4IR need to be made by both teachers and administrators. Detailed implications and limitations are provided.
Abstract
This study is intended to explore English learners’ experience of using digital technology in the Fourth Industrial Revolution (4IR) and their perceptions of learning English now and in the future. The participants were 579 Korean EFL university students enrolled in mandatory General English courses. A Google Form survey with 25 questions was provided, and the percentages of students’ responses to specific questions were reported. Paired and independent t-tests, two-way mixed and one-way ANOVAs were also administered. Regardless of their experience of using digital tech¬nology they were positive about using it to learn English. Additionally, despite little or no statisti¬cally significant differences in factors including gender, major, GE course experience, proficiency levels, etc., students in general predicted that English teachers and in-class learning would become less important in the future. Moreover, those experienced and interested in 4IR technology were pessimistic in providing more equal opportunities to learn English and predicted a strong need for private tutoring. Interestingly, those with more experience, interest, and positive perceptions of the 4IR were more negative about how it will affect English learning and education. Based on these findings, preparations for the 4IR need to be made by both teachers and administrators. Detailed implications and limitations are provided.
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