Abstract:

This study aimed to explore participants’ perspectives on their lived experiences of technology used in an EFL language classroom. The integration of technology in EFL education has received increasing attention among language theorists, practitioners and policy makers. However, questions remain about students’ perspectives on the influences of technology and its implications for the day to day language learning. Using a narrative inquiry approach, this study documented the stories of two students about technology implemented in a language classroom during a six-week English language module. Informed by the critical theory of technology, data analysis revealed that technology integration is socially constructed by the different actors in the language classroom. Findings suggest that participants had positive attitudes towards technology used in the language classroom. Moreover, it revealed how the integrated technology facilitated the development of key language skills. However, it also highlighted the situated nature of technology in competing social practices which generated negative attitudes towards language learning and led to pedagogical-malfunction of technology integration in language learning. Based on these findings, the implications for effective use of information technology in language classrooms are proposed.

Keywords:

Narrative inquiry, technology, blended learning.