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The approaches to learning and teaching have been changing with the fast technological advancements of the 21st century (e.g., computer-assisted language learning (CALL), mobile-assisted language learning (MALL), e-learning, data-driven technology, online and blended learning approaches, and emerging technologies such as virtual and augmented reality, flipped classroom, and artificial intelligence) (Zhou & Wei, 2018). Currently, education policy makers, school leaders and teachers around the world have paid accumulative attention to technology-enhanced learning and teaching (TeL&T) to improve the quality of learning outcomes as technological literacy becomes increasingly more significant in international society (Law et al., 2016, p. 73). The use of innovative technologies in learning and teaching is common nowadays, particularly during the COVID-19 pandemic period when face-to-face teaching is to be avoided, and online learning and teaching is adopted instead, resulting in the combined use of computer hardware, software, and educational theory and practice to facilitate learning and teaching. For instance, Zoom, Google Classroom, Microsoft Teams, and Blackboard are used as synchronous virtual classrooms or for asynchronous support and communication. In the post-pandemic era, technologies will still be essential in language learning and teaching, and help maintain high-quality language classes (Bautista-Vallejo et al., 2020).
Shadiev and Yang (2020) define technology as “accomplishing a learning task or instructional goal using technical processes, methods, or knowledge” (p. 524). Various types of technology were reviewed in their article such as computer games and online videos (Shadiev & Yang, 2020, p. 529). Educational technologies for language learning involve various e-tools such as desktop computers, laptops, tablets, smartphones, interactive whiteboards, and robots (Son, 2018). The term technology in this study refers to the use of e-resources/tools by students and teachers to enhance their language learning and teaching respectively.
Recent studies show that using technologies in a pedagogically sound way can have constructive effects on students’ progress in different educational contexts, including language learning (Ghanizadeh et al., 2015; Golonka et al., 2014; Howard & Scott, 2017; Shadiev & Yang, 2020). Technology-enhanced language learning (TeLL) is generally defined as “any language learning activity that uses technological means and/or tools for efficiency, motivation, and learning style flexibility” (Zhou & Wei, 2018, p. 472). Meanwhile, teachers are working with technology in endlessly changing educational environments (Son, 2018). Son (2018, xxi) defines TeLT as ‘a variant of CALL with the idea of bringing in more than the computer and focusing more on teaching in teacher development. It refers to any endeavour involving technologies in language teaching”. Various language learning resources and e-tools have been developed, which aim to provide language learners and teachers with opportunities to conduct interactive, engaging, collaborative, rewarding, and even challenging language learning and teaching tasks. However, the quality and potential of the language learning e-tools vary (Rosell-Aguilar, 2018). Kan and Tang (2018) investigated the Mobile-Assisted Language Learning (MALL) tools and teachers’ role in students’ MALL. Results revealed that MALL tools should be encouraged in tertiary level English teaching. Wang and Christiansen (2019) examined older adults’ experiences of using MALL tools in self-directed English language learning. Participants’ confidence and motivation for learning English were enhanced. TeLL can help enhance language learners’ motivation through the application of different types of e-tools (Ghorbani & Golparvar, 2020; Weinberg, 2017; Zou et al., 2018), as well as learner autonomy (Sangeetha, 2016; Weinberg, 2017). Authentic language and interactions can be provided through online platforms (An, 2013; Zhou & Wei, 2018). The aim of this study is to help identify the popular e-tools that both university students and teachers have applied in their language learning and teaching, and the reasons behind their choices.