Abstract:

This study analyzes the effects of over-reliance on technology in the foreign language learning process among bachelor of laws (LLB) undergraduate students at an international university. The article explores how technology, while beneficial, can create dependencies that may hinder linguistic and cultural immersion and, in the worst-case scenario, lead to the effect of learned helplessness in language learners. It focuses on identifying potential drawbacks of the learning methods dependent on technology.

The study uses a mixed-method approach and includes measurement of language proficiency levels between technology-reliant and traditional learners. The survey assessed students' language learning habits, software and hardware used, and perceived dependency on technology, especially the one that can be found in mobile devices. Interviews provided deeper insights into students' experiences and attitudes towards technology in language learning.

The findings reveal a certain degree of correlation between heavy reliance on technological tools and lower language proficiency. Students who were dependent on technology showed less confidence in spontaneous language use. However, the cause and effect should be explored even deeper. Furthermore, additional findings demonstrated that the ubiquity of mobile devices has paradoxically led to a lower degree of digital literacy in the younger Generation Z users of desktop devices and professional software.

The study emphasizes the importance of a balanced approach to technology in language teaching, emphasizing the need for active, immersive experiences alongside technological aids. It suggests that while technology is invaluable in language education, over-dependence on it can impede the development of critical language skills necessary for future professionals, including the students of law.

Keywords:

Foreign language learning, English as a second language, technology dependence, digital literacy.