Investigating Technology Use and Learners’ Autonomy among Saudi EFL Learners

References:

Alakrash, H. M., & Abdul Razak, N. (2021). Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy. Sustainability, 13(21), 12304. https://doi.org/10.3390/su132112304

Almekhlafy, S., & Alzubi, A. (2016). Mobile-Mediated Communication a Tool for Language Exposure in EFL Informal Learning Settings. Arab World English Journal, 7(1), 388–407. https://doi.org/10.24093/awej/vol7no1.23

Alrabai, F. (2016). Factors underlying low achievement of Saudi EFL learners. International Journal of English Linguistics, 6(3), -1921. https://doi.org/10.5539/ijel.v6n3p21

Alrabai, F. (2020). Preparatory Learners’ Perspectives of Learner Autonomy in the Saudi Context. Arab World English Journal (AWEJ), 11(2), 108–126. https://dx.doi.org/10.24093/awej/vol11no2.8

Alhaysony, M. (2016). An Investigation of EFL Teachers’ Beliefs and Practices of Learner Autonomy. International Journal on Studies in English Language and Literature, 4(12), 1-12. https://doi.org/10.20431/2347-3134.0412009

Alhejaily, N. (2020). An Investigation of EFL Female Teachers’ and Students’ Beliefs About Learner Autonomy in Saudi Secondary Schools. Salford, PhD thesis, University of Salford.

Alshammary, M. S. (2020). The impact of using Cambly on EFL university students’ speaking proficiency. English Language Teaching, 13(8), 12. https://doi.org/10.5539/elt.v13n8p12

Aydin, H. (2013). What are the students doing “out” there? An investigation of out-of-class language learning activities. Abant Izzet Baysal University.

Barrot, J. S. (2021). Using automated written corrective feedback in the writing classrooms: effects on L2 writing accuracy. Computer Assisted Language Learning, 36(4), 584–607. https://doi.org/10.1080/09588221.2021.1936071

Bashatah, L. (2024). Integrating Automated Writing Evaluation into Saudi EFL Students’ Writing Practice. Arab World English Journal (AWEJ), 15(1), 130–144. https://awej.org/integrating-automated-writing-evaluation-into-saudi-efl-students-writing-practice/

Bedoya, P. A. (2014). The exercise of learner autonomy in a virtual EFL course in Colombia. HOW, 21(1), 82–102. https://doi.org/10.19183/how.21.1.16

Benson, P. (2011). Teaching and researching autonomy in language learning. Longman.

Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education. Psychology Press.

Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE.

H.Djouama. (2022). Using digital technology to promote learner autonomy. Atlantis Press.

Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford University Press, USA. http://books.google.ie/books?id=R4dNAQAAMAAJ&q=research+methods+in+applied+linguistics&dq=research+methods+in+applied+linguistics&hl=&cd=10&source=gbs_api

Dincer, A. (2020). Understanding the characteristics of English language learners’ out-of-class language learning through digital practices. IAFOR Journal of Education, 8(2), 47–65. https://doi.org/10.22492/ije.8.2.03

Dincer, A., & Dariyemez, T. (2020). Proficient speakers of English as a foreign language: a focus-group study. IAFOR Journal of Education, 8(1), 83–97. https://doi.org/10.22492/ije.8.1.05

Feng, L. (2009). How do adult foreign language learners experience the opportunities presented by computer games as a self-study tool? retrieved from ProQuest dissertations and theses database, University of Massachusetts Lowell,3357576.

Fisher, L., Evans, M., & Esch, E. (2004). Computer-Mediated Communication: promoting learner autonomy and intercultural understanding at secondary level. The Language Learning Journal, 30(1), 50–58. https://doi.org/10.1080/09571730485200231

Fominykh, N. (2013). Developing learner autonomy with computer-orientated language learning environment (CALLE). International Journal of Multilingual Education, 1(1), 52–58. https://doi.org/10.22333/ijme.2013.1007

Ghias, H., Saeed, P., Arif, H. M., & Khan, A. (2024). Analyzing the effectiveness of matric and caie curricula in English language learning: a Pakistani students’ perspective. ˜the œRegional Tribune., 3(1), 35–44. https://doi.org/10.63062/trt/v24.017

Gholami, H. (2016). Self-assessment and learner autonomy. Theory and Practice in Language Studies, 6(1), 46-48. https://doi.org/10.17507/tpls.0601.06

Gocić, M. S., & Jankovic, A. (2022). Investigating learner autonomy of EFL and ESP students at the tertiary level: cross-sectional study. Journal of Teaching English for Specific and Academic Purposes, 601-612. https://doi.org/10.22190/jtesap2104601s

Han, B. (2019). Application of Artificial Intelligence in Autonomous English Learning among College Students. International Journal of Emerging Technologies in Learning (iJET), 14(06), 60-63. https://doi.org/10.3991/ijet.v14i06.10157

Handley, K., Sturdy, A., Fincham, R., & Clark, T. (2006). Within and beyond communities of practice: Making sense of learning through participation, identity and practice. Journal of Management Studies, 43(3), 641–653. https://doi.org/10.1111/j.1467-6486.2006.00605.x

Hatmanto, E. D., & Sari, M. I. (2023). Aligning theory and practice: leveraging ChatGPT for effective English language teaching and learning. E3S Web of Conferences, 440, 05001. https://doi.org/10.1051/e3sconf/202344005001

Hamilton, M. (2013). Autonomy and Foreign Language Learning in a Virtual Learning Environment. Bloomsbury Publishing.

Hazar, E. (2022). Learning a brand-new language through Duolingo: a case study of a gifted student. African Educational Research Journal, 10(4), 447–453. https://doi.org/10.30918/aerj.104.22.079

Holec, H. (1981). Autonomy and Foreign Language Learning. On behalf of the Council of Europe, 1981http://books.google.ie/books?id=GsIlAQAAIAAJ&q=Autonomy+in+Foreign+Language+Learning&dq=Autonomy+in+Foreign+Language+Learning&hl=&cd=1&source=gbs_api

Ibrahim, A., Ahmad, Z., & Ma’mun, A. H. (2024). The student’s perceptions of Netflix movies in learning English to improve writing skills on vocational high school. JIIP – Jurnal Ilmiah Ilmu Pendidikan, 7(5), 4676–4683. https://doi.org/10.54371/jiip.v7i5.4378

Iswahyuni, D. (2021). Embracing social media to improve EFL learners’ English skill. Project (Professional Journal of English Education), 4(4), 704. https://doi.org/10.22460/project.v4i4.p704-711

Lai, C. (2017). Autonomous language learning with technology beyond the classroom. http://books.google.ie/books?id=4UT3xwEACAAJ&dq=Autonomous+Language+Learning%0Dwith+Technology&hl=&cd=2&source=gbs_api

Lai, C. (2019). Technology and learner autonomy: an argument in favor of the nexus of formal and informal language learning. Annual Review of Applied Linguistics, 39, 52–58. https://doi.org/10.1017/s0267190519000035

Lai, C., Hu, X., & Lyu, B. (2017). Understanding the nature of learners’ out-of-class language learning experience with technology. Computer Assisted Language Learning, 31(1–2), 114–143. https://doi.org/10.1080/09588221.2017.1391293

Lai, C., Zhu, W., & Gong, G. (2014). Understanding the quality of out-of-class English learning. TESOL Quarterly, 49(2), 278–308. https://doi.org/10.1002/tesq.171

Lestari, L. I., Nurcahyo, A. D., & Romadlon, F. N. (2023). The students’ perception towards Google Translate as a supporting media to learn English. Prominent, 6(2), 95–102. https://doi.org/10.24176/pro.v6i2.8453

Link, S., Mehrzad, M., & Rahimi, M. (2020). Impact of automated writing evaluation on teacher feedback, student revision, and writing improvement. Computer Assisted Language Learning, 35(4), 605–634. https://doi.org/10.1080/09588221.2020.1743323

Little, D. (2011). Language Learner Autonomy: What, Why and How?” In Empowering Teachers and Learners. Sultan Qaboos University, the Language Centre.

Kim, H. S., Kim, N. Y., & Cha, Y. (2021). Is It Beneficial to Use AI Chatbots to Improve Learners’ Speaking Performance? The Journal of AsiaTEFL, 18(1), 161–178. https://doi.org/10.18823/asiatefl.2021.18.1.10.161

Koller, V., Harvey, S., & Magnotta, M. (2008). Technology-based learning strategies. Social Policy Research Associates Inc. Retrieved from https://www.doleta.gov/reports/papers/tbl_paper_final.pdf

Mackey, A., & Gass, S. M. (2021). Second language research: Methodology and design (3rd ed.). Routledge. https://doi.org/10.4324/9781003188414

Maharani, R. S., & Afifi, N. (2024). Promoting self-directed learning through Netflix as a learning aid of listening and speaking: an investigation toward EFL students’ voices. Journal of Languages and Language Teaching, 12(1), 212. https://doi.org/10.33394/jollt.v12i1.8377

Melvina, Lengkanawati, & Wirza. (2020). The use of technology to promote learner autonomy in teaching English. Atlantis Press.

Meri‑Yilan, S. (2019). Learning in scaffolded autonomous e‑learning environments amongst EAP students in a UK university. Focus on ELT Journal, 1(1), 70–85. https://doi.org/10.14744/felt.2019.00002

Muslem, A., Fata, I. A., & Saputri, W. I. (2022). The effect of English authentic YouTube videos on students’ speaking skills in rural school. Journal of Education Technology, 6(3), 423–430. https://doi.org/10.23887/jet.v6i3.45412

Mu’awanah, N., Sumardi, S., & Suparno, S. (2021). Using Zoom to support English learning during COVID-19 pandemic: strengths and challenges. Journal Ilmiah Sekolah Dasar, 5(2), 222. https://doi.org/10.23887/jisd.v5i2.35006

Ohashi, L. (2019). Using digital technology for autonomous, out-of-class English language learning: The influence of teacher support at a Japanese university (Doctoral dissertation, Charles Sturt University). Charles Sturt University.

Jegadeesan, R. P., Priya, G. A. R., & Thampi, A. K. S. (2025). Fostering independence through technology: Enhancing learner autonomy in teaching English as a second language. International Journal of Social Science and Humanities Management Research, 4(1), Article n04. https://doi.org/10.58806/ijsshmr.2025.v4i1n04

Sim, M. A., & Pop, A. M. (2023). Video streaming platforms for learning English – Case study: Netflix. The Annals of the University of Oradea Economic Sciences, 32(2), 216–224. https://doi.org/10.47535/1991auoes32(2)021

Son, J.-B. (2018). [Review of the book Teacher development in technology-enhanced language teaching, by J.-B. Son]. E-Learning and Digital Media, 16(3), 239–241. https://doi.org/10.1177/2042753019828218

Steel, C. H., & Levy, M. (2013). Language students and their technologies: Charting the evolution 2006–2011. ReCALL, 25(3), 306–320. https://doi.org/10.1017/s0958344013000128

Sundqvist, P., & Wikström, P. (2015). Out-of-school digital gameplay and in-school l2 English vocabulary outcomes. System, 51, 65–76. https://doi.org/10.1016/j.system.2015.04.001

Suprato, D. (2020). Maximizing social media application for students in learning English. Proceedings of the 4th International Conference on Learning Innovation and Quality Education, 3, 1–4. https://doi.org/10.1145/3452144.3452178

Tananuraksakul, N. (2015). The effect of online dictionaries usage on EFL undergraduate students’ autonomy. English Language Teaching, 8(12), 26–33. https://files.eric.ed.gov/fulltext/EJ1138434.pdf

Vygotsky, L. S. (2012). Thought and language (E. Hanfmann & G. Vakar, Trans.; A. Kozulin, Ed.; Rev. ed.). MIT Press. https://books.google.ie/books?id=B9HClB0P6d4C

Wach, A. (2012). Computer-mediated communication as an autonomy-enhancement tool for advanced learners of English. Studies in Second Language Learning and Teaching, 2(3), 367. https://doi.org/10.14746/ssllt.2012.2.3.6

Wang, S., & Heffernan, N. (2009). Mobile 2.0 and mobile language learning. In M. Thomas (Ed.), Handbook of research on Web 2.0 and second language learning (pp. 472–490). IGI Global. https://doi.org/10.4018/978-1-60566-190-2.ch025

Wang, X., & Gunaban, M. G. B. (2023). Effectiveness of mobile-assisted language learning in enhancing the English proficiency. Journal of Contemporary Educational Research, 7(11), 140–146. https://doi.org/10.26689/jcer.v7i11.5588

Warner, C., & Chen, H.-I. (2017). Designing talk in social networks: What Facebook teaches about conversation. Language Learning & Technology, 21(2), 121–138.

Wilkerson, A. (2010, May). Electrate language learning: An analysis of foreign language acquisition in virtual environments (Master’s thesis, Clemson University). Clemson University. https://open.clemson.edu/all_theses/776/

Wiranti, S., & Widiyati, E. (2022). Exploring the factors and levels of students’ autonomy in language learning. IJIET (International Journal of Indonesian Education and Teaching), 7(1), 8–21. https://doi.org/10.24071/ijiet.v7i1.5139

Zholdas, N. S., Koshkimbayeva, N. R., Bekisheva, N. A., Yelmuratova, N. B., & Kaliyeva, N. A. (2024). Effectiveness of Duolingo in foreign language learning. Bulletin of Toraighyrov University Pedagogics Series, 3(2024), 53–61. https://doi.org/10.48081/hckh9551