https://orcid.org/0000-0002-1233-3991
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Abstract
The purpose of this research is to model the link between language learners’ socioeconomic status (SES), their self-directed, technology-enhanced language learning, and their language achievement. The participants of this study are 382 university students taking part in a survey related to their perceptions of their self-directed, technology-enhanced language learning in addition to their experience of language learning at school and in private institutes. Parental income has been used as a proxy to the learners’ SES. Their language outcome has been operationalised by their performance in the English section of the nation-wide entrance exam and their pre-university course. The results of path analysis revealed that EFL learners’ SES is a significant predictor of their autonomous language learning with technology and their language achievement. Furthermore, students’ out-of-class engagement with technology was positively associated with their performance in the English section of the nation-wide exam.
Additional information
Notes on contributors
Mohammad Reza Ghorbani
Dr. Mohammad Reza Ghorbani is an associate professor of Teaching English as a Second Language (TESL) at the University of Bojnord (UB), Bojnord, Iran. He has worked as an EFL teacher and researcher in Iran, Japan, and Malaysia since 1990. He has published four books on educational issues in Iran and three in Germany as well as 24 articles in specialized international journals. He has also presented eight papers in international conferences. His interests are English Teaching, Learning, Testing, and Evaluation.
Seyyed Ehsan Golparvar
Dr. Seyyed Ehsan Golparvar is an assistant professor at University of Bojnord. He has got his PhD in applied linguistics from University of Tehran. His research interests include using technology for language education and research.