Effectiveness of Technology-based Education in Teaching EFL and Raising Academic Achievement of University Students from the Point of View of Students and Faculty Members
DOI:
https://doi.org/10.25130/Lang.10.1.P1.14Abstract
This study investigated the effectiveness of technology-based instruction in teaching English as a foreign language (EFL) and its impact on raising academic achievement from the perspectives of university students and instructors. Two main topics were the focus of the study: how technology-based education affects EFL instruction and how it affects academic performance. 100 randomly chosen participants—60 students and 40 faculty members from different universities—were given questionnaires using a quantitative technique. The results demonstrated that technology-based instruction greatly enhanced EFL instruction, and participants praised improvements in student engagement, learning efficacy, and creativity. The aggregate mean score of 3.95 shows that there was significant agreement among participants about how technology affects EFL instruction. With a mean score of 4.08, technology was also seen to enhance academic performance, particularly when it came to assisting students in acquiring new knowledge and abilities. The findings also showed how a range of assessment methods could be used thanks to technology-based solutions, which further encouraged improved academic performance. The study did, however, also highlight several problems, such as the potential for technology to divert students' attention or reduce their effort in the classroom. Despite these challenges, most participants believed that the benefits of employing technology in EFL training exceeded the drawbacks. According to the study, utilising technology in the classroom can help students do better academically and be a helpful teaching tool for EFL. According to the findings, educational institutions should implement all-encompassing methods for integrating technology, making sure that it is used to maximise learning and engagement while limiting any negative consequences. Further research is recommended to examine the long-term impacts of technology on student performance and involvement in EFL learning.
Keywords: Technology-based education, University students, University faculty members, Teaching EFL, Academic achievement
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