The Pedagogy of Literacy Technology: Learners’ Perception in ESL Reading Classrooms

Abstract

Modern technologies have broadly contributed to effective language learning. However, in the many studies on technology integration in EFL classrooms, only some were conducted in Arabic scenery. This study is designed to investigate the perceptions of ESL (English second language) learners on the implications of reading technologies. Accordingly, the study was driven by three questions regarding ‘what are the perceptions of ESL students on using technologies, prominent technologies support ESL literacies and the students’ perceptions on the future of reading technologies. Hence, cross-sectional data was collected using a questionnaire adapted from the Technology Acceptance Model, circulated to 86 undergraduate participants in an Iraqi university in Anbar province, Iraq. The study found positive attitude toward using technology by ESL students. In addition, ESL learners have nominated prominent significances of technologies that contribute to developing their reading skills, such as computers, laptops, tablets, smart phones and interactive whiteboards. Lastly, the study identified an impact on the students’ academic behaviour and their intents reading technologies. Significantly, the findings of this study offer theoretical and practical constructive feedback for both teachers and policymakers to identify the appropriate technologies to achieve the optimum language reading experience in ESL classrooms concerning EFL perceptions for better educational experience.