NON-ENGLISH MAJORS’ PERCEPTIONS OF THE BENEFITS AND CHALLENGES OF USING INFORMATION TECHNOLOGY FOR AUTONOMOUS ENGLISH LEARNING

Abstract

The study aimed to examine non-majors’ perceptions of the merits and pitfalls of technology in boosting their autonomous English learning. The data of this qualitative study were obtained through semi-structured interviews with ten non-English major students from different disciplines at a higher education institution. The data were thematically analyzed to identify key themes reflecting learners’ perspectives.   The findings reveal that students perceive the use of information technology as offering multifaceted benefits for autonomous English learning, comprising convenience and access to diverse learning materials, interactive and engaging learning experiences, and flexibility. However, several challenges were also identified, including reduced focus and learning efficiency, information overload, and difficulties in maintaining self-discipline. This study provides deeper insights into learners’ experiences and offers salient recommendations for students and teachers regarding the potentials of technology in fostering autonomous English learning.